• The Journal of Korean Academic Society of Nursing Education
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• v.22 no.1
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• pp.42-50
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• 2016

Purpose: The purpose of this study was to investigate the effects of action learning on critical thinking disposition, communicative competence, and problem-solving ability in nursing students. Methods: The design for this was a nonequivalent control group pretest-posttest design was used for identification of the effects of lessons using action learning. The consenting participants were 184 fourth-year nursing students in D-city (Experimental group=95, Control group=89). Data was collected and the program was conducted from May 2 to July 19, 2015. Data was analyzed with an ${\chi}^2-test$, a t-test, and a paired t-test and utilized the SPSS win 21.0 program. Results: There were significant differences in critical thinking ability (t=5.00, p<.001), problem-solving ability (t=4.52, p<.001), and communicative competence (t=4.97, p<.001) in the experimental group compared to the control group. Conclusion: The study findings suggest that action-learning programs have proven to be an effective educational program for improving the critical thinking ability, problem solving ability, and communicative competence of nursing students. Action learning can be an effective teaching strategy.

• English Language & Literature Teaching
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• v.12 no.4
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• pp.117-138
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• 2006

The purpose of this study is to increase students' interest in the subject of English, which has been led by some mannerism, and to improve the students' basic scholastic ability and self-controlled problem solving, through adopting an individualized Web Based Instruction(WBI) as a concrete and practical learning method. In order to achieve this, an individualized Web Based Instruction(WBI) homepage has been developed to be applied experimentally to the field of middle school education for 8 months, and a research has been made on its effects on the students' interest in English along with the improvement of English. Two groups which showed almost the same interest were selected as a controlled group and an experimental one. Individualized Web Based Instruction was applied to the experimental group, while the controlled group was not instructed according to student ability. The controlled group was taught using CD added with the textbook. As a result of T-test, the students in the experimental group showed more improvement in communicative competence than those in the controlled group.

• Journal of Engineering Education Research
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• v.14 no.4
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• pp.88-96
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• 2011

This paper aims to develop the learning contents of PBL based program and analyze the result of evaluation questionnaire to examine the students' thoughts concerning the effectiveness of PBL course and their satisfaction. 'Discussion' is one of the representative communicative types, especially requesting both communication competence and teamwork among team members. This study was conducted with 218 junior and senior students taking lectures of ${\ll}$Presentation and Debate Skills${\gg}$ in the college of engineering at Pusan National University. According to the evaluation result, students experienced various effects of PBL such as (1) self-directed learning, (2) cooperative learning, (3) problem solving skills, etc. Students pointed out also as merits of PBL course, (1) knowledge acquisition and information sharing among students, (2) improvement of communicative competence, (3) amelioration of teamwork, (4) progress of the problem solving skills. However, there have been several difficulties and problems during PBL process, implications for ameliorating PBL based were discussed and suggested in detail.

• Proceedings of the Korea Society of Design Studies Conference
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• 2001.10a
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• pp.6.2-6
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• 2001

• Journal of the Korean Society for Library and Information Science
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• v.50 no.1
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• pp.377-394
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• 2016

The purpose of this study is to provide an empirical investigation of the effects of communicative competence on information literacy of undergraduates. The research results were found as follows; First of all, receptive competence has a significant effect on information needs, information retrieval and information evaluation. Secondly, transmission competence has a significant effect on information integration and information representation. Finally, adjustment competence has a significant effect on the overall information literacy, that is, information needs, information retrieval, information assessment, information integration, information representation and information ethics. Therefore, we can understand communicative competence has a closed relationship with information literacy.

• Education of Primary School Mathematics
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• v.16 no.3
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• pp.267-283
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• 2013

Mathematical justification is the process through which one's claim is validated to be true based on proper and trustworthy data. But it serves as a catalyst to facilitate mathematical discussions and communicative interactions among students in mathematics classrooms. This study is designed to investigate the effects of mathematical justification on students' problem-solving and communicative processes occurred in a mathematics classroom. In order to fulfill the purpose of this study, mathematical problem-solving classes were conducted. Mathematical justification processes and communicative interactions recorded in problem understanding activity, individual student inquiry, small and whole group discussions are analyzed. Based on the analysis outcomes, the students who participated in mathematical justification activities are more likely to find out various problem-solving strategies, to develop efficient communicative skills, and to use effective representations. In addition, mathematical justification can be used as an evaluation method to test a student's mathematical understanding as well as a teaching method to help develop constructive social interactions and positive classroom atmosphere among students. The results of this study would contribute to strengthening a body of research studying the importance of teaching students mathematical justification in mathematics classrooms.

• English Language & Literature Teaching
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• v.18 no.1
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• pp.1-22
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• 2012

This study explores the effects of phonological awareness instruction with phonetics on listening comprehension and speaking. For the test of measuring the improvement of listening comprehension, two nationwide listening comprehension tests were used for pre-test and post-test. To find out the improvement of speaking ability, students were required to take the Level-3 NEAT speaking tests. There was a notable correlation between phonological awareness instruction with phonetics and listening ability. Also a significant correlation between phonological awareness instruction with phonetics and speaking ability was found. The group with phonological awareness class with phonetics received higher scores in listening and speaking test than the group without phonological awareness class with phonetics in the post-test. This study implies that phonological awareness class with phonetics is helpful for the improvement of listening and speaking ability. With this research, we can also say that students' communicative competence increased.

• Journal of Digital Convergence
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• v.17 no.9
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• pp.249-259
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• 2019

The purpose of this study is to analyze the effects of college adjustment, character, communicative competence, and interpersonal competence on field practice adaptation of college student. Subjects were 231 nursing students and medical students in J city and C city, G-do. Using SPSS/WIN 20.0, multiple regression analysis using Baron & Kenny's three-step procedure and Sobel test were used to verify the significance of the mediator effect. The variables directly affecting field practice adaptation were college adjustment (${\beta}=.22$, p=.003) and interpersonal competence (${\beta}=.38$, p<.001). Character and Communicative competence did not have a direct affect on field practice adaptation (${\beta}=.02$, p=.740), (${\beta}=.04$, p=.590) but indirect effect through interpersonal competence was significant(${\beta}=.15$, p=.004), (${\beta}=.19$, p=.011). As character and communicative competence are the variables affecting field practice adaptation through interpersonal competence, training programs to improve character, communicative competence, and interpersonal competence in college are needed.

• Journal of the Korean Applied Science and Technology
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• v.36 no.3
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• pp.930-941
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• 2019

The purpose of this study was to investigate the effect of health assessment practical education through scenario on communicative competence, critical thinking diposition and academic achievement among nursing students' in university. A nonequivalent control group pretest-posttest design was used to measure. A survey was held to the students who are taking a health assessment practical class for 2grade in J university in Chungbuk and P university in G-do. Participants in a health assessment practical through scenario class and traditional health assessment class were 35 experiment group students and 34 control group students who attended 16 weeks. Effects were evaluated through pre and post tests that included measurements. As a result, the experimental group is more capable of communicative competence (t=2,797, p=.007), critical thinking disposition(t=2,406, p=.019), ability to collecting information(t=2,977, p=.004), problem awareness competence(t=3.584, p=.001) has increased statistically significantly than the control group. Therefore, Therefore, this study could be used that health assessment practical education through scenarios to improve nursing students' communicative competence, critical thinking disposition, collecting information competence, and problem awareness competence.

• The Korean Journal of Emergency Medical Services
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• v.16 no.1
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• pp.31-51
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• 2012

Purpose: This study was to develop PBL packages geared toward fostering the problem-solving ability, self-directed learning capability and communicative competence of emergency medical technician students and to give some suggestions on the development of PBL packages of the approach based on the evaluation results of the packages by experts. Methods: First, real clinical situations that learners would be exposed to after graduation should be provided as examples when the packages are developed. Second, a variety of learning-facilitating tools should be offered to facilitate their understanding, because they don't yet gain plenty of clinical practice experiences. Third, they should be encouraged to have an energetic discussion in small group when the developed packages are applied. Conclusion: First, the packages developed in this study were just incorporated into some areas of a single course. In the future, the integration of an entire course or the development of a new course is required to attain the multiple learning objectives in the provided clinical situations. Second, this study attempted to develop the PBL packages to boost the problem-solving ability, self-directed learning capability and communicative competence of emergency medical technician students, and follow-up research should be implemented to finalize the packages based on the suggestions of the experts who evaluated them and to determine the effects of the packages.