• The Korean Journal of Applied Statistics
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• v.18 no.2
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• pp.487-497
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• 2005

The instruction assessment, which can be a tool to realize a class of high quality, evaluates instruction system and process. The result data of the instruction assessment is analysed and used to reorganize lecture contents or to improve teaching method. It enhances qualitative level of university education. The goal of the instruction assessment is to be a tool that provides high qualitative education to raise students' satisfaction. It is important to improve education service quality through instruction assessment as a useful tool for measuring service quality. The suggestion of valid tool for improving instruction service quality is described in this paper.

• The Mathematical Education
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• v.59 no.3
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• pp.237-254
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• 2020

The current study investigated the relationships between mathematical knowledge for teaching and the mathematical quality in instruction in order to gain insight about teacher education for secondary teachers in South Korea. We collected and analyzed twelve high school teachers' scores of the multiple-choice assessment for mathematical knowledge for teaching developed by the Measures of Effective Teaching project. Their instruction was video recorded and analyzed with the mathematical quality in instruction developed by the Learning Mathematics for Teaching project. We also interviewed the teachers about how they planned and assessed their instruction by themselves in order to gain information about their intention and interpretation about instruction. There was a statistically significant and positive association between the levels of mathematical knowledge for teaching and the mathematical quality in instruction. Among three dimensions of the mathematical quality in instruction, mathematical richness seemed most relevant to mathematical knowledge for teaching because subject matter knowledge plays an important role in mathematical knowledge for teaching. Furthermore, working with students and mathematics as well as students participation were critical to decide the quality of instruction. Based on these findings, the current study discussed offering opportunities to learn mathematical knowledge for teaching and philosophy about how teachers need to consider students in high schools particularly in terms of constructivism.

• Educational Technology International
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• v.6 no.2
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• pp.23-41
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• 2005

One of the main factors that determine the quality of instruction is the teaching ability of the instructor administering the class. To evaluate teaching ability, methods such as peer review, student feedback, and teaching portfolio can be used. Among these, because feedback from the students is directly associated with how well the students feel they have learned, it is essential to improving instruction and teaching ability. The principal aim of instruction evaluation lies in the evaluation of instructor's qualification and the improvement of instruction quality by enhancing professionalism. However, the mandatory instruction evaluations currently being carried out at the term's end in universities today have limitations in improving instruction in terms of its evaluation items and times. To improve the quality of instruction and raise teaching abilities, instruction evaluations should not stop at simply being carried out but also be utilized as useful data for students and teachers. In other words, they need to be used to develop teaching and improve instruction for teachers, and consequently, should also exert a positive influence on students' scholastic achievements and learning ability. The most important thing in evaluation is the acquisition of accurate information and how to utilize it to improve instruction. The online instruction diagnosis item pool is a more realistic feedback device developed to improve instruction quality. The instruction diagnosis item pool is a cafeteria-like collection of hundreds of feedback questions provided to enable instructors to diagnose their instruction through self-diagnosis or students' feedback, and the instructors can directly select the questions that are appropriate to the special characteristics of their instruction voluntarily make use of them whenever they are needed. The current study, in order to find out if the online instruction diagnosis item pool is truly useful in reforming and improving instruction, conducted pre and post tests using 256 undergraduate students from Y university as subjects, and studied the effects of student feedback on instructions. Results showed that the implementation of instruction diagnosis improved students' responsibility regarding their classes, and students had positive opinions regarding the usefulness of online instruction diagnosis item pool in instruction evaluation. Also, after instruction diagnosis, analyzing the results through consultations with education development specialists, and then establishing and carrying out instruction reforms were shown to be more effective. In order to utilize the instruction diagnostic system more effectively, from planning the execution of instruction diagnosis to analyzing the results, consulting, and deciding how those results could be utilized to instruction, a systematic strategy is needed. In addition, professors and students need to develop a more active sense of ownership in order to elevate the level of their instruction.

• Journal of Nutrition and Health
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• v.37 no.4
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• pp.310-315
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• 2004

The purposes of this study were to: a) develop the quality assessment tool of Web-based Instruction (WBI) for nutrition education, b) evaluate the operated WBI (NutriZone) by this tool, and c) do the feasibility study about quality assessment tool for WBI by establishing the instruction and operating strategies. The developed quality assessment tool of WBI for nutrition education was divided into three categories of instruction design, contents and support ＆ operation. And a total of forty items were measured by Likert 5 point scale, computed as one point per item, and amounted to forty points in all. As a result of evaluation, NutriZone got 21.79 out of 40 points and fulfillment rate of 54.5%. The IPA (Importance-Performance Analysis) was applied to establish the instruction and operating strategies, and nine items characterized as attractiveness, multimedia, and learner-initiative were in 'Doing Great, Keep It Up', and so it was regar-ded as program designed with concern in WBI's characteristics unlike the conventional face-to-face education. But twelve items such as 'Errors on switch to other screens are few.', 'Ready correction leads to be out of systemic error.', 'Highlight marks and moving pictures were used in sign of importance.' and etc. that got high importance and low performance needed to be focused in instructional strategy.

• Journal of Korean Academy of Nursing
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• v.3 no.1
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• pp.5-12
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• 1972

Programmed instruction has recent]y advanced greatly thinks to extensive world-wide research. Many countries including the United States have increasingly applied the method not only to education, but to such fields as the armed forces and business circles, too. The author has paid great attention to the programmed instruction of other countries and its application to nursing education in Korea. The author studied the matter mainly through descriptive research and has come conclusions as follows: 1) The nursing education in Korea is confronted with the great challenge of how to provide more effective learning for increased learners. Programmed instruction could meet the challenge partially and improve the general quality of student nurse. 2) Programmed instruction could reduce the required study hours by one-third so that the current excessive school credit system could be rearranged properly. 3) Programmed instruction could provide teachers and professors with more free hours to spend with students and give them advice on a kind of tutorial basis. This could bridge the gaps among the students so the improvement of the average quality of learners could be attained. There are, however, many unsolved problems in applying the programmed instruction to nursing education in Korea. Further research should be made to work out a more effective programmed instruction fit to the reality of Korea's nursing education.

• The Mathematical Education
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• v.61 no.1
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• pp.179-198
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• 2022

Teaching is delicate, complicated, and demanding work, and especially beginning teachers set forth their difficulties in preparing and implementing mathematics instruction. It is important to ensure the quality of beginning mathematics teachers' instruction above a consistent level because such affirmation justifies the national policy on teacher education as well as the individual efforts of preservice teachers in South Korea. The current study collected mathematics lessons of the two beginning teachers who graduated from the same teacher training institute and worked at the same high school. The findings reported what features their lessons have with regard to the learning environment, engaging students in learning, deepening student learning, and using representations of the edTPA in order to identify what can or cannot be expected in their mathematics instruction. The instruction of the one teacher was assessed middle or more than middle scores throughout the rubrics, but the other one had lower scores. Based on these findings, this study suggested the implications for teacher education in ways of improving the quality of instruction of beginning mathematics teachers.

• East Asian mathematical journal
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• v.34 no.2
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• pp.103-125
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• 2018

This study was conducted as a part of the project to evaluate the quality of mathematics instruction in the national curriculum system. The purpose of this study is to measure the consistency between teaching goals of mathematics curriculum, contents presentation of textbooks, and testing including adequacy of each element in mathematics instruction for 8th grade. To do this, we used MIQP (instructional quality profile for Mathematics) developed basing on the instructional quality profile (IQP) in the previous research of the project. First, the quality of textbooks' content presentation for 8th grade was found that the desirable levels in number and operation area and geometric area was relatively less compared to other areas, but it was generally good. Second, it was found that the quality of mathematics testing for 8th grade was good in terms of consistency with the curriculum's teaching goals, consistency with the content presentation of textbooks, and adequacy of testing. However, regional differences in the quality of testing showed that there were some deficiencies in regions outside the metropolitan.

• Journal of Service Research and Studies
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• v.9 no.3
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• pp.73-86
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• 2019

The authors of this study conducted research on universities located in China, and the primary purpose of the study was to test whether the quality factors of university education service have a positive (+) effect on student satisfaction. The secondary purpose of the study was to identify and analyze whether university instruction and curriculum variables had a positive regulatory effect on the relationship between quality factors and student satisfaction. First, Research Hypothesis 1, which suggested that university education service quality factors would have a positive effect on student satisfaction, was adopted. As the second analytical process of the study, controlled regression analysis was used to verify whether instruction and the curriculum had a regulatory effect on the relationship between the university education service quality factors and student satisfaction. When the two variables were analyzed as control variables, the results showed that curriculum had a significant positive regulatory effect, and instruction was shown to not be suitable for generating win-win cooperation or synergistic effects. The contributions of the theoretical perspective of this study were the analysis of the relationship between university education service quality factors in Chinese universities and student satisfaction, and systematically linking instructions and the curriculum and analyzing the impact on student satisfaction. The study implies that it would be more effective to analyze additional factors in the operation of universities through in-depth analysis on instruction from a practical standpoint.

• The Mathematical Education
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• v.51 no.2
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• pp.145-160
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• 2012

Prospective teachers need to have an opportunity to critically examine their initial perception with regard to effective mathematics instruction during the teacher education period. This study analyzed the perception in relation to good mathematics instruction by a total of 265 prospective teachers from four institutes for elementary teacher education using a survey. The results of this study showed that the pre-service teachers regarded learner, teaching and learning method, selection of content, and construction of curriculum as important for high-quality mathematics instruction. However, they revealed relatively low levels of agreement against the importance of instructional materials, classroom environment and atmosphere, and assessment. On the basis of teachers' perception on each element of effective mathematics instruction, this paper raises issues for discussion and includes some implications for teacher education.

• International Journal of Contents
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• v.15 no.4
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• pp.97-106
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• 2019

EMI (English as a Medium of Instruction) classes are now accepted policy at Korean universities, yet students often struggle with required academic English writings. The present study examined an EMI class that used direct instruction and access to online assistive English writing software. From preliminary analysis, 26 students expressed interest in how an EMI academic writing class could facilitate improved English writing skills. Study participants completed a survey on self-efficacy and learning needs and assignments for an EMI academic writing class. To establish inter-rater reliability, three trained raters assessed the written essays of students prior to and after instructional intervention. Fleiss' Kappas statistics showed moderate reliability. Students' opinions on the use of online software were also analysed. Paired t-test was run on the quality of students' pre- and post-instruction assignments, and there was significant difference in the rated scores. Self-efficacy was found to have moderate positive association with improved post-essay writing scores.