• Journal of Community Nutrition
• /
• v.7 no.4
• /
• pp.201-206
• /
• 2005

The purpose of this study was to examine the impact of offering brand-name fast food at schools on student participation in school lunch. Two studies were conducted in Indiana, USA. In the first study, daily participation rate of 42 Indiana schools were compared between the days when brand-name fast food were offered and when they were not offered. The impact of brand-name fast food service on school lunch participation differed depending on the types of service offering brand-name fast food. Offering brand-name fast food solely as part of reimbursable meals or a-la-carte items was shown to induce students to the lunch option where brand-name fast food was offered. The second study examined the relationship of brand-name fast food service to monthly participation rate by analyzing secondary data of 1,282 Indiana schools using multiple regression analysis. Offering brand-name fast food was associated with monthly participation rate in school lunch only when schools offered them solely a-la-carte. Based on the results of two studies, it was concluded that offering brand-name fast food induced students from other lunch options to the options where brand-name fast food was offered on the day of service. However, increased or decreased participation in school lunch only on a few days could have not impacted average school lunch participation over a month. It is recommended that schools planning to offer brand-name fast food should make it available as part of reimbursable school lunches so that usual school lunch eaters would not be distracted to a-la-carte lines. (J Community Nutrition 7(4): $201\～206$, 2005)

• Journal of Korean Academy of Fundamentals of Nursing
• /
• v.16 no.2
• /
• pp.200-206
• /
• 2009

Purpose: The purpose of this study was to analyze nursing students' learning styles and relationship of learning style to participation and academic achievement. Method: The study participants were nursing students in C college learning through problem based learning (PBL). Data were collected using a questionnaire which included Kolb's learning styles. Performance evaluation and paper examination were used to evaluate academic achievement. Results: Most of the students had converger type learning style. Student with a tendency to abstract conceptualization, such as converger type and assimilator type, preferred discussion and presentation. The students with converger type learning style participated and achieved better than students with diverger style. Conclusion: The results indicate that learning style was related to participation and academic achievement. Therefore in order to use PBL effectively, facilitators should consider students' learning styles.

• International Journal of Computer Science & Network Security
• /
• v.22 no.9
• /
• pp.159-168
• /
• 2022

No one denies the importance of online courses, which provide a very important alternative, especially for students who have jobs that prevent them from attending face-to-face in traditional classes; Engagement is one of the most important fundamental variables that indicate the course's success in achieving its objectives. Therefore, the current study aims to build a model using machine learning to predict student engagement in online courses. An online questionnaire was prepared and applied to the students of Jouf University in the Kingdom of Saudi Arabia, and data was obtained from the input variables in the questionnaire, which are: specialization, gender, academic year, skills, emotional aspects, participation, performance, and engagement in the online course as a dependent variable. Multiple regression was used to analyze the data using SPSS. Kegel was used to build the model as a machine learning technique. The results indicated that there is a positive correlation between the four variables (skills, emotional aspects, participation, and performance) and engagement in online courses. The model accuracy was very high 99.99%, This shows the model's ability to predict engagement in the light of the input variables.

• The Mathematical Education
• /
• v.45 no.3 s.114
• /
• pp.295-313
• /
• 2006

University teacher education programs have sought for ways of how to improve student teaching in order to supply mathematics teachers with practical theory to achieve the goals of the current educational reform in school mathematics. In this context, the purpose of this research is to investigate the effect of student teachers' teaching experience in the after-school mathematics programs and the ways of how to develop the after-school learning programs as an effective site for learning to teach based on the inquiry into student teachers' own teaching experience. For the purpose, data were collected through the interviews with the student teachers who had taught after-school mathematics class. In addition, data were collected through survey, class observation, and seminal meetings with the student teachers in order to supplement the findings from the interview analysis. Data analysis focused on the student teachers' experience with teaching in after-school mathematics classes, that is, what and how they had learned as teachers, what kinds of difficulties they encountered in their teaching and supports that they expect to improve their learning through teaching. The analysis shows that the teaching experience in the after-school programs had positively contributed to their development as future mathematics teachers. Specifically, the after-school programs provide the site for learning through teaching at the early stage of teacher education program. The after-school programs provided the students teachers for the opportunity to participate peripherally in educational practice of school. Through the participation, the student teachers developed positive attitudes toward teaching career and became to have more solid ideas about how to teach mathematics. Based on the analysis, this research provides following suggestions concerning how to improve student teaching. First, it is necessary to provide student teachers to participate into the practice of teaching at the early stage of teacher education programs. Second, it is important to give students teacher opportunity to participate in teaching at peripheral and legitimate positions. Finally, it is necessary to construct mentoring networks to support student teachers to move from a peripheral position toward a center of teaching practice.

• Proceedings of the Korean Society of Marine Engineers Conference
• /
• 2005.11a
• /
• pp.182-183
• /
• 2005

• Journal of Distribution Science
• /
• v.7 no.3
• /
• pp.25-48
• /
• 2009

This paper examines an augmented technology acceptance model, which includes perceived interaction as a mediator in the relationships between the technology acceptance model (perceived ease of use, perceived usefulness) and student satisfaction in online classes, and its impact on student satisfaction. Data has been collected from 842 undergraduate students in online universities. The data is analyzed by using factor analysis and structural equation modeling techniques. The results demonstrate that perceived ease of use, perceived usefulness, and perceived interaction serve as predictors for student satisfaction in online classes. Perceived usefulness has a positive relationship with perceived interaction while perceived ease of use has no effect on interaction.

• Journal of Korean Elementary Science Education
• /
• v.31 no.2
• /
• pp.188-196
• /
• 2012

Science festivals have occupied a very important axle in informal science education that enables students to experience the amazement of scientific experiments to think over scientific principals beyond the formal education in the classrooms. Among the concerned person, the most benefit-taken group may be the assistant who help the participants experience the activities in the festival. In order to find out the ways to make the student assistant's participation into a meaningful education experience, we analyzed the types of the activities in the science festival as well as the characteristics of the interaction between the student-assistants and the participating students are studied. The research findings are as follows: First, most activities in the science festival had related to the scientific concepts or principals; however, the understanding of the concepts and principals didn't highly affect the procedure of the activities. In many cases the students operated and made results without checking the related concepts or principals. Second, the student-assistants showed the consistency of operation in guiding their activities. They were explaining mainly the process of the experiments without giving a chance to think of related concepts or principles. We suggest that teacher should consider the student-assistants' learning in the festival as well as that of the participants.

• Asia-Pacific Journal of Business
• /
• v.13 no.3
• /
• pp.361-373
• /
• 2022

Purpose - This paper analyzes the student determinants of college non-completion and estimates the effects of each determinant on college non-completion. Design/methodology/approach - We use student panel data from a large Korean university from 2011 to 2021. Our results are from estimation of fixed-effects logit model. Findings - The results show that grade point average, participation in extracurricular activities, the number of counseling sessions with teachers, and financial aid are the main determinants of college non-completion. Academic probation, which is defined as any person who has a cumulative grade point average below a one point seven five, increases the non-completion rate by 2.6 percentage points and an one-point rise in extracurricular activities index reduces the rate by 0.1 percentage points. The effects of each determinant are heterogeneous across student sub-groups which are separated by gender, nationality, and academic discipline. Research implications or Originality - Tailored support programs for academically discouraged students that incorporate student characteristics and backgrounds are necessary to increase college completion rates and degree attainment.

• English Language & Literature Teaching
• /
• v.12 no.3
• /
• pp.79-98
• /
• 2006

As one way of changing a teacher-fronted, grammar-based reading class into a meaningful, fun-creating one, this paper compared teacher- fronted reading with student-centered reading framed upon cooperative learning. In a study in which each type of reading method was conducted for college students in an EFL reading course for a period of one semester, data were gathered via questionnaires. The results showed that though each type of reading instruction came with its own strengths and weaknesses, student-centered reading instruction was preferred for various reasons. Most important, through an active participation in cooperative work, subjects were motivated and interested in L2 reading much, were exposed to various reading strategies and skills, and practiced them in a friendly, low-anxiety learning climate.

• Human Ecology Research
• /
• v.59 no.1
• /
• pp.71-82
• /
• 2021

This study examined the structural relationships among parent's play participation, children's playfulness, self-regulation and happiness. In this Study, subjects were 274 children who were 4 through 5 years old. The participants included 274 preschoolers' parents and their teachers in D city. The parents completed questionnaires regarding parent's play participation with their children and children's self-regulation. The teachers completed questionnaires regarding preschoolers' happiness and playfulness. Data was analyzed using descriptive statistics, pearson correlation analysis and mediation analysis based on structural equation modeling with SPSS 25.0 and AMOS 23.0 program. Also, specific indirect effects were analyzed using AMOS user-defined estimand function. The primary results of this study were as follows. 1) The parent's play participation had an influence upon children's playfulness and self-regulation. 2) The children's playfulness had an influence upon children's self-regulation and happiness. 3) The children's self-regulation had an influence upon children's happiness. 4) Between the parent's play participation and children's happiness were mediated by the children's playfulness and self-regulation. This study revealed that parent's play participation, children's playfulness and self-regulation need to be considered simultaneously to explain the level of the children's happiness. The results highlight the structural relationships among parent's play participation, children's playfulness, self-regulation and happiness.