• Journal of Korean Home Economics Education Association
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• v.35 no.1
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• pp.139-155
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• 2023

The purpose of this study is to improve the digital literacy of pre-service home economics education teachers by designing and applying 'teaching materials and methods of home economics education' class using the Metaverse platform in virtual classes during the Covid-19 pandemic. For this purpose, six lessons of the 'Teaching Materials and Methods of Home Economics Education' classes were designed and applied as a class using the Metaverse platform, and the effectiveness was analyzed. In this study, three types of classes(TBL, discussion, and PBL) were developed and evaluated. The results of the study showed that most of the learners were satisfied with the classes utilizing the Metaverse platform, and the effectiveness of the classes was shown in terms of learner-instructor interaction and the realism of actual classroom cases. Based on these results, it is expected that various home economics education classes utilizing metaverse platforms will be developed and applied to school sites to increase the realism of lessons.

• Journal of Korean Home Economics Education Association
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• v.29 no.3
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• pp.15-32
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• 2017

This study investigated the effectiveness of home economics class on self-esteem and stress of middle school students. Data were collected from self-reported inventory of the middle school students in Y city of Gyeonggi province and 165 data copies were used for analyses. Data were analyzed for frequency, percentage, mean, standard deviation, Cronbach's ${\alpha}$, t-test, corelation and dependent t-test using SPSS/PC 18.0 program. The results were as follows. First, the average of positive self-esteem was 2.74 and that of negative self-esteem was 1.90 on a 4 Likert scale. The range of stress level was 1.88~2.48 on a 5 Likert scale. Life satisfaction was 3.90 and helpfulness of home economics class was 3.89 on a 5 point Likert scale, which means moderately high. Second, examining differences in variables according to gender, there were statistically significant differences in stress regarding family for both pre- and post-tests. Third, helpfulness of home economics class had positive correlation with positive self-esteem and life satisfaction and had negative correlation with negative self-esteem and stress, which means that home economics class enhance life satisfaction and positive self-esteem and lessen negative self-esteem and stress of middle students. Fourth, as a result of comparison of pre and post-tests, positive self-esteem, life satisfaction, and helpfulness of home economics class increased statistically after home economics classes, while stress regarding school life decreased statistically. Even though students' growth and changes resulting from learning other subjects were not controlled, it was meaningful that effectiveness of home economics class were examined and helpful information for enhancing perception of home economics education were provided.

• Journal of Korean Home Economics Education Association
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• v.5 no.1
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• pp.45-59
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• 1993

The aims of this study are to develop CAI programs for bodice and sleeve pattern drafting for the 3rd grade students in a middle school and to compare the students’achievement degree in using traditional teaching method with that in using CAI programs. On the basis of results above the direction and possibility of using computers in education home economics is another aim. For this study, after the programs are developed, which is on the model of middle school text book, one hundred girl students of 2nd grade of middle school in Songpa Gu, Seoul, who have never given Bodice and Sleep Pattern Drafting lesson are chosen. The students are divided into two groups: one is called comparison group, which is taught by traditional method, the other, experimental group, which is taught by CAI programs. To evalute the learning achivement degree, evaluation test, effectiveness of learning and interest degree test and time test are given. Questionaire investigation about CAI program is given to experimental group. The results of this study are as follows: 1. CAI programs on pattern drafting are developed and can be used in the class. 2. In the tests of achievement degree, of effectiveness, and of interest the experimental group gets higher scores than the comparison group. 3. In the time test about how many students can draft the pattern in a given time, in every step more students in experimental group finished drafting than the comparison group. 4. The students showed interest in CAI programs and played an active part in the using computers. Therefore, using CAI programs in the class of pattern drafting saved the teachers lots of difficulties and enables individual learning improving the effectiveness of learning. I hope the studies of CAI will be established in other field as well as Home Economics, especially clothing part, and computers will be used lively

• Journal of Korean Home Economics Education Association
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• v.30 no.2
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• pp.1-20
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• 2018

The purposes of this study were to investigate the intensity of middle school students' consumer competency and to assess effectiveness of Home Economics education on consumer competency. One group pretest-posttest quasi experimental design was employed to assess the effectiveness of Home Economics education on 1st grade middle school students' consumer competency in Gyeonggi province and 154 data copies were used for analyses. The results obtained were as follows. First, the cognitive consumer competency of the middle school 1st grade students was lower than the median of 37.66 out of 100 points, and the practical consumer competency was slightly higher than the median of 3.26 out of 5 points. As for cognitive competency, citizen competency was higher than deal competency. As for practical competency, deal competency was higher than citizen competency. Second, quasi-experiment intervention statistically enhanced the middle school students' consumer competency including the cognitive and practical competency. Third, the middle school students' perceived helpfulness of Home Economics education, perceived importance of deal competency and citizen competency, the level of cognitive citizen competency were statistically influential to practical consumer competency(deal and citizen competency). However, gender, life satisfaction, and cognitive citizen competency were not influential to practical consumer competency(deal and citizen competency). The outcome offered the basic information of middle school students' consumer competency and confirmed the effectiveness of Home Economics education on the middle school students' consumer competency.

• Human Ecology Research
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• v.61 no.1
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• pp.15-28
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• 2023

The aim of this study was to develop, implement, and evaluate the use of Artificial Intelligence in the prevention of violence among middle-school students. The sample for this study consisted of 20 first-year middle-school students who participated in theme selection activities in a free semester program as part of their home economics studies. The data for the study consisted of nine class observation logs, four group activity outputs, 30 class results, an online survey, and in-depth interviews with three students. A program called "R.U.OK" was developed by setting problematic situation for school violence prevention linked to the contents of the Home Economics Education(HEE) curriculum. After the program was implemented, the survey on the students' class satisfaction content elements, with AI-based learning activities and PBL and interest, displayed high points, with an average of 4.0 or higher. Our qualitative analysis produced four significant results. First, students' concerns about school violence had increased and they showed a change in attitude, having more empathy with friends and more interest in their surroundings. Second, digital and AI literacy had improved, and students' interest in digital media learning had increased. Third, there had been an improvement in problem-solving ability in terms of being able to think more critically and independently. Fourth, the results also demonstrated that there had been a positive effect on self-direction and an improved capacity for teamwork. This study was significant in demonstrating the effectiveness of a program for the prevention of school violence based on the use of digital technology in the educational environment.

• Human Ecology Research
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• v.60 no.4
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• pp.484-496
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• 2022

The purpose of this study was implementing the high-school 'Food Safety and Health' curriculum using the workbook, and to evaluate the educational impact on, and satisfaction of student who participated in class. A total of 109 lessons were undertaken in home economics classes by referring to the 'Food Safety and Health' workbook for 1,154 students attending seven high schools located in seven cities and provinces across the Korea. In order to examine the effects of classes by referring to workbooks, pre- and post-evaluations were conducted by devising a questionnaire about dietary behavior associated with food safety, creative problem-solving abilities, community capacities, and social cooperation capacities. The results of the analysis of the collected data from 674 students who participated in the pre- and post-evaluations are as follows. First, according to the results of the paired t-test conducted to examine the effects of using the workbook in classes on dietary behavior, significant positive changes were observed in the dietary behavior related to food safety, creative problem-solving skills, community consciousness, and social cooperation capabilities. Second, as a result of the students' evaluation of classes by referring to the 'Food Safety and Health' workbook, both satisfaction and interest in the class using the workbook were high, and the difficulty level was deemed to be appropriate. Additionally, it was found that the students actively participated in learning activities. The reason for this appears to be that the aforementioned workbook consisted of various student activities such as experiments, practical exercises, and group activities aimed at strengthening the link between life and education, thus enabling increased student participation.

• Journal of Korean Home Economics Education Association
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• v.34 no.2
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• pp.129-152
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• 2022

The purpose of this study was to develop a sustainable dietary education program for middle school home economics subject using a teaching strategy to improve the empowerment of adolescents and to verify and evaluate the effectiveness of the program. To achieve the purpose of this study, the program was developed and evaluated according to the ADDIE teaching design model. The contents related to the dietary area were extracted from the technical & home economics curriculum of the 2015 revised middle school and SDGs, and their relevance was analyzed to select the contents of dietary education. The program developed based on the analysis results is 'dietary life together' and consists of five learning topics: 'living together in the global village', 'maintaining healthy diet', 'creating a dietary culture together', 'living with nature and people', and 'maintaining a safe diet'. As a strategy for improving empowerment, we presented four situations, each of which represents value judgment, prediction of results, responsible behavior choice, and decision making. The developed program was reviewed by experts and applied to 17 unit classes for 17 weeks (1 unit hour per week) to the third graders of middle schools in Gyeonggi-do. Significant differences were found between before and after the class measurements of the personal empowerment and the political and social empowerment, which shows the classes were effective in improving empowerment. However, since there was no significant difference in interpersonal empowerment before and after the program, suggestions were made to utilize strategies to facilitate discussion and cooperative learning when implementing the program. The students who participated in the class evaluated the program positively as a whole. The program was evaluated to have helped the students believe they could change society through solving dietary problems.

• Journal of Korean Home Economics Education Association
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• v.35 no.3
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• pp.97-116
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• 2023

This study conducted a meta-analysis on the effectiveness of education for sustainable development (ESD) programs within home economics classes. Articles spanning from 2000 to April 2023 were sourced from the Korean Citation Index (KCI) using search terms such as 'environment', 'sustainable', 'ESD', 'green', 'ecology', and 'home economics' in conjunction with 'development', 'application', and 'effectiveness'. Out of the gathered articles, 41 were chosen for analysis. Using a random effects model, the overall effect size was measured at 0.51 (SE=.08), suggesting that ESD programs significantly enhance student achievement in home economics. Further analysis of the 62 effect sizes, categorized by research design, ESD area (society, environment, economy), content area, school level, and school location, revealed that the research design, content area, and school location functioned as moderating variables. The findings of this meta-analysis underscore the efficacy of ESD in home economics education. Additionally, this study paves the way for future research, highlighting the importance of integrating economic perspectives in ESD, such as sustainable production and consumption, corporate sustainability, and market economy within home economics classes.

• Journal of Korean Home Economics Education Association
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• v.27 no.4
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• pp.1-18
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• 2015

The purpose of this study was to conduct a course entitled 'Teaching practice' applying Problem Based Learning(hereafter PBL) for perspective Home Economics teachers to explore the applicability of PBL to the course. A course entitled 'Teaching practice' was carried out for 17 undergraduate students from the 2nd of March till 11th of June in 2014. Pre- and post-tests to measure teacher disposition were performed to investigate the effectiveness of the course applying PBL. Three questions for PBL were developed, were determined after obtaining verification of the questions from 5 experts, and were used for the course entitled 'Teaching practice'; Developing teaching-learning plan, establishing plan for homeroom class management, and designing assessment of Technology & Home Economics. The processes of PBL include defining the problem, planning problem solutions, reassessing the problem, identifying possible solutions, and performance presentation. Procedures for solving one problem of PBL took 4 weeks and teacher disposition assessment for effectiveness of PBL was carried out for pre- and post tests. The reflection journal showed that even though it was their first experience of PBL, instructor's feedback, group activities, and individual activities were helpful for solving the problems of PBL. The result of dependent t-test for paired samples revealed significant differences between the pre- and post tests, which means that there was effectiveness of the course applying to PBL on teacher disposition of prospective Home Economics teachers.

• Journal of Korean Home Economics Education Association
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• v.28 no.3
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• pp.33-45
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• 2016

The purposes of this study were to develop PBL programs for class, and to examine the effects of PBL. The 2 PBL experiencing the roles of "fashion editor" and "fashion stylist" were conducted in "Fashion & Social Culture" and "Fashion Design" parts. The objects were 29 students in Home Economics Education Department. The effects of PBL were observed through contents analysis to reflective journals. Also, self assessment and learning satisfaction were analyzed. The effectiveness of PBL presented in reflective journals were 'understanding of cooperative learning', 'related knowledge adaption', 'real experience', 'self-examination & changed self', 'problem solving ability'. Also students' self-assessment and learning satisfaction were very high in two PBL programs. However, they had difficulties in co-working and lack of time.