• Journal of Korean Society of Forest Science
• /
• v.86 no.1
• /
• pp.9-16
• /
• 1997

The contingent valuation method(CVM) has been used to evaluate the economic value of nonmarket goods such as forest recreation. There are two commonly used CVM questionnaire formats: open-ended and closed-ended. This study evaluates the net economic value associated with day use downhill skiing, using CVM. A random, on-site survey of skiers in Muju, Korea generated the value estimates. In this paper a nonparametric test is introduced to find whether the difference between value estimates from open-ended and closed-ended formats are significantly different because the distributions of WTPs are non-normally distributed. The results show that the net economic benefits of a skier in Muju varies from \15,131 to \25,332. The closed-ended values were 1.15 to 1.67 times as large as the open-ended values, depending on the model specifications. In nonparametric test the mean WTPs of the open-ended and close-ended applications are significantly different. Its reason may be that closed-ended can be more reducing the incentive for strategic behavior than open-ended question. However, we cannot conclude that the closed-ended method is superior to the open-ended method.

• Survey Research
• /
• v.18 no.4
• /
• pp.127-147
• /
• 2017

Despite the importance of questionnaires, little survey methodology research on questionnaire design has been conducted in Korea. The purpose of this study was to explore whether two questionnaire forms (close-ended vs. open-ended questions) about 'the most important problem in Korea' elicited similar responses. During the 2016 Korean General Social Survey (KGSS), a random half of respondents were asked the open-ended question form and the remaining half were asked the close-ended question form. While the economy is the most mentioned response (35% vs. 33.2%) to both close-ended and open-ended question forms, there is similarity in the order of highly mentioned responses if we consider that 'politics' is not provided as one of response categories in the close-ended question form. The order of second to fourth response category is crime (24.4%), education (15.4%), and poverty (6.3%) to the closed-ended question form, and politics (10.8%), crime (9.5%), and education (7.6%) to the open-ended question form. Also, the characteristics of respondents who responded with the economy as being the most important are slightly different between the two halves in terms of age, household income, and satisfaction with economic condition. Our findings suggest that we need to be careful when we adopt questions developed in other countries and to consider using survey experiments in pre-testing questionnaire items.

• Korean Journal of Child Studies
• /
• v.21 no.3
• /
• pp.53-68
• /
• 2000

This study investigated differences between the ability of children and young adults to describe their experience. Forty 5-year-olds and 40 16-year-olds viewed 12 pictures(Azmitia, 1987) and responded to open-ended, closed and misleading questions. Responses were categorized by the SPSS WIN program into rate of correctness, incorrectness, unresponsiveness and "don't know". Data were analyzed by t-test. On open-ended questions, the rate of incorrectness by young adults was higher than that of children. On closed questions, children had a higher rate of incorrectness than young adults. On misleading questions, children showed a lower performance in the rate of correctness and "don't know" and the rate of incorrectness by children was higher than that of young adults.

• Korean Management Science Review
• /
• v.13 no.3
• /
• pp.49-73
• /
• 1996

Common problems have been observed in the existing Information Requirements Analysis (IRA) methodologies such as BSP(IBM), CSF(Rockart), or ISP(Information Engineering), etc. These methodologies require too much time and human resources for the IRA process, involves high complexity, and their IRA outcomes are frequently biased by the subjective views of the people involved. In this paper, we introduce a new methodology for the enterprise wide information requirements analysis utilizing templates and nine closed-ended questions. Extending the BIAIT(Business Information Analysis and Integration Technique) method, this methodology presents nine question about each firm's order type(7Q's for customer side and 2Q's for supplier side) to derive information processing characteristics of the firms. As the central component of this methodology, data and process templates for the manufacturing industry were established. To validate the methodology, suitability of the data and process templates were examined through six real world business cases.

• Stress
• /
• v.26 no.4
• /
• pp.268-276
• /
• 2018

Background: The purpose of this study is to evaluate the effects of the Motivational Interviewing (MI) based communication training for third-year nursing students. Methods: This study use a quasi-experimental design with pre and post-test to evaluate a 4-hour MI based communication training. This training was offered to 35 third-year nursing students who were participating in elective psychiatric nursing clerkship course. Each student completed pre and post questionnaire which includes assessment of motivational interviewing skills as measured by Helpful Response Questionnaire (HRQ). Also confidence (5 items) in using MI based communication knowledge and core skills were included. Data were independently analyzed by two coders and blindly rated the pre and post HRQ self-reported responses. Data were analyzed using paired t-test, descriptive analysis. Results: Nursing students showed increasing use of reflection (4.10~5.67, p<.001), decreasing use of closed-ended question (2.00~0.73, p<.001), road blocks (2.94~0.64, p<.001), and improve in depth of reflection (12.79~20.86 p<.001). But they did not show significant changes in open-ended question (2.01~2.33, p=.257). Confidence in the interview has increased overall, except for reflecting. The overall satisfaction with the training was quite high, and the most helpful training method was group and individual feedback. Conclusions: This study provides evidences that 4 hour-training is effective in core skills such as reflection and depth of reflection, and also confidence in interviews. It is necessary to develop step-by-step training modules to enhance undergraduate communication skills. It is necessary to develop an effective training strategy focused on students' confidence in open-ended questions and reflection.