• The Korean Journal of Food And Nutrition
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• v.18 no.3
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• pp.175-191
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• 2005

This study carried out a survey of students in Gangwon province's general opinion and satisfaction with the school food-service programs implemented in Gangwon province. The method involved a survey of 1,500 elementary, middle, and high school students from 30 schools. The main results of this study can be summarized as follows: With regards to their general opinion of the school food-service programs, $70\%$ of the students answered that the size of the portions was appropriate. Moreover, the survey students answered that they were satisfied with the current method in which the food services. The elementary school students were found to be the best at maintaining public order when the food services were being conducted. The largest complaint which the students had towards these food service programs was the taste of the food itself. With regard to the students' degree of satisfaction with the school food service programs, the highest level of satisfaction with the atmosphere during meal times(3.88), followed by the degree of satisfaction with the food(3.27), and the school cafeteria environment(3.20), and the sanitary conditions of the food service facilities(3.14). The overall opinion and degree of satisfaction with school food service programs demonstrated significant differences, depending on the school level and type of food service.

• Asian Journal for Public Opinion Research
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• v.1 no.2
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• pp.128-146
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• 2014

Incentives are often included in survey design because they are known to improve response rates, at least moderately. This paper describes the changes in the response rates when incentives were introduced into a longitudinal survey. The National Survey of Student Engagement was conducted annually at Indiana University Bloomington from 2000 through 2012. In 2010, incentives were introduced in an attempt to reverse the declining response rates. The incentives performed as expected, raising the AAPOR Response Rate 3 from 24% in 2009 to 36% in 2010. From 2010 through 2012, different types of incentives were tried but the response rates did not change substantially. The results from the changes in incentives can help survey practitioners decide the number and types of incentives that might be used effectively to increase response rates.

• Journal of the Korea Fashion and Costume Design Association
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• v.4 no.2
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• pp.47-67
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• 2002

The purpose of this study was to investigate the differences of Middle and High School Students' influential groups in putting on clothing according to their delinquency and demographic variables. My subject was 1050 middle and high school boys and girls who are resident in Seoul; sample groups were selected, considered their resident area, gender and the kind of school. The results are as follows: 1. The exemplary group was most regarded the opinion and evaluation of teacher, father and mother and followed the clothing of teacher. Compared with the exemplary group, the delinquent group was most regarded the opinion and evaluation of other and same sex friend and tended to follow their clothing style. Besides, the delinquent and middle groups were most regarded the opinion and evaluation of seniors and tended to follow their clothing style. The mass media star was most modelled by delinquent group, following by middle and exemplary groups. 2. Schoolgirls were more regarded the opinion and evaluation of same sex friend and senior and were more remarkable to follow the clothing style of their parent, friend, senior or mass media star than schoolboys. The students who did well at school more were regarded the evaluation of father, mother and same sex friend than those who did commonly or poorly. As for the exemplary group, the poorer a student did at school, the more he/she tended to follow the clothing style of mass media star, but on the contrary, as for the delinquent group, all students tended to follow the clothing style of mass media star regardless of their academic record. And there was no significant difference according to social status in important others and model group.

• English Language & Literature Teaching
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• v.16 no.3
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• pp.81-99
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• 2010

The purpose of this paper is to report the process of curriculum renewal of an intensive English program with focus on the perceptions of the people involved. The researcher tries to describe the five years of curriculum change. The data collected through surveys, interviews, and observations were analyzed. The findings show that throughout the years, the students that participated in the program perceived that their English skills have improved. The teachers also thought that the student's overall English skills improved. The satisfaction on the chosen textbooks was higher in the student group than the teacher group. The main goal and objectives of the intensive English program in the study changed in the process of curriculum renewal. The program that launched in order to enhance students' conversational skills in 2004 started to include TOEIC instruction in late 2005 due to students' needs. The students were content with the fact that there were many teachers in the program whereas teachers had neutral opinion. The present study aims to suggest the importance of curriculum renewal through program evaluation which can be applied to similar language programs for the continuity and longevity of the programs.

• Journal of the Korean Data and Information Science Society
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• v.17 no.3
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• pp.677-685
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• 2006

During the previous few years, local universities have experienced a rapid decrease in registration of new student for admission because of the problem of excessive concentration to Seoul metropolitan area and decrease in the number of population under school ages. Even though they are tring to survive from the difficulties by developing new strategies to increase the number of new students, it has no meaning if there is no standpoint of marketing. So, this study suggests that introduction of demander focused marketing concept actively is needed breaking the general and conservative method when the university devise entrance examination strategy. Also, using of positioning map is suggested and the examples are showed as finding differentiation factors with competitive university.

• Journal of Digital Convergence
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• v.14 no.11
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• pp.101-106
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• 2016

A number of non-structured data associated with lectures in the field of university education have been generated and it is an important consideration of the students's written comments lecture evaluation. The purpose of this study is to find student interaction factors associated with the student evaluation of teaching at universities, and to provide some insights into improving the student evaluation program based on the results. So, this study consists of three steps that create interaction score, collect student's written comments satisfaction, and analyze an individual professor score. There are a number of limitations to this study. The limitation is that the study was conducted on a narrow sample of the overall student population.

• Journal of the Korea Fashion and Costume Design Association
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• v.11 no.2
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• pp.153-168
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• 2009

The purpose of this study was to identify the clothing attitude of Chinese students in korea according to gender, socio-economic level and resident period. The survey was conducted from October 30th to November 25th 2008, and 267 questionnaires were used for the analysis. Data were analyzed by factor analysis, T-test, ANOVA, Duncan's Multiple Range Test with SPSS 12.0. The results were as follows: 1. Most of Chinese students were middle-class Han race and they have been staying in Korea for 3 years. 2. Fashion leadership was classified as Innovation and Opinion leading factor; conformity as Nonconformity, Identification, and Norm consciousness; pursuit benefit as Practicality, Economy, and Aesthetic. 3. The Innovation factor was highly marked in female student group, the Opinion leading factor was higher in high-class group, and the pursuit benefit factor was significantly different between less than three years group and over three years group who have been in Korea. 4. We need to recommend best-design clothes for high-class Chinese female students who have been in Korea for over three years, and low-price clothes for less than 3 years.

• Research in Mathematical Education
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• v.12 no.4
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• pp.283-291
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• 2008

The extension to a wide population of secondary education in many advanced countries seems to have led to a weakening of the mathematics curriculum. In response, many students have been classified as "gifted" so that they can access a stronger program. Apart from the difficulties that might arise in actually determining which students are gifted (Is it always clear what the term means?), there are dangers inherent in programs that might be devised even for those that are truly talented. Sometimes students are moved ahead to more advanced mathematics. Elementary students might be taught algebra or even subjects like trigonometry and vectors, and secondary students might be taught calculus, differential equations and linear algebra. It is my experience over thirty-five years of contact with bright students that acceleration to higher level mathematics is often not a good idea. In this paper, I will articulate some of the factors that have led me to this opinion and suggest alternatives. First, I would like to emphasize that in matters of education, almost every statement that can be made to admit counterexamples; my opinion on acceleration is no exception. Occasionally, a young Gauss or Euler walks in the door, and one has no choice but to offer the maximum encouragement and allow the student to go to the limit of his capabilities. A young genius can demonstrate an incredible amount of mathematical insight, maturity and mastery of technique. A classical example is probably the teen-age Euler, who in the 1720s was allowed regular audiences with Jean Bernoulli, the foremost mathematician of his day.

• The Journal of Korean Society for School & Community Health Education
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• v.1 no.2
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• pp.105-125
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• 2000

The purpose of this study was to examine the influence of school safety accident on teacher's normal educational activities and to seek some desirable ways to cope with it. The subjects in this study were 351 class teachers randomly selected from Seoul and Kyonggi Province and surveyed from April through July, 2000. The conclusions were as follows; 1. Actual Condition of School Safety Accident 1) Approximately many teachers investigated had had an experience to suffer safety accident. Safety accident occurred most during break or class, but there was a significant difference according to service area. 2) Safety accident took place most in playground, and the most common cause was student's own carelessness, and the most widely occurred accident type was an injury. But there was no significant difference caused by the general characteristics of the teachers. 2. Influence of Safety Accident On Teacher's Educational Activities. 1) The largest reason they offered safety education was to ensure student safety. The greatest number of them had an opinion they would consider changing or giving up a planned normal educational activity if they recognized any possibilities of safety accident. There was a significant difference in this point according to gender and career. 2) They worried about possible safety accident most during field study, but there was a significant difference according to gender or presence or absence of safety accident experience. 3) The general characteristics of teacher produced a significant difference to an experience of avoiding educational activity due to psychological withdrawal, but safety accident experience didn't make any difference. 3. Minimization of Teacher Damage or Loss from Safety Accident. 1) The dominant opinion about teacher's small mistake for any occurrence of safety accident was that the responsibility should be escaped to maintain teacher's authority. For severe mistake, however, there were two different opinions at the same percentage: one was being exempted and the other was taking civil liability. 2) Establishing teacher insurance was preferred as a way to minimize teacher's economic loss from safety accident, but there was a significant difference according to gender. 3) The dominant opinion about the payment of insurance premium for safety accident was that it should be paid from school operating expenses.

• Journal of Korean Elementary Science Education
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• v.33 no.1
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• pp.115-128
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• 2014

Students' argumentation during science inquiry should be regarded important as it could help students to make meaningful connections between theories and experiments and to make scientific claims based on evidences. In this study, elementary science-gifted students' argumentation during small group inquiry was analyzed according to inquiry process. There were three stages of argumentation during students' inquiry. The first argumentation was to predict what would happen(Prediction stage). In this stage, the scientific problem was presented by concept cartoon as a way to start and to facilitate students' argumentation. The second argumentation was to design an experiment to solve the problem(Planning stage) and the third was to interpret the result of experiment(Interpretation stage). The discourse move, level of grounds and their relationship were analyzed to find the characteristics of argumentation during science inquiry. In terms of discourse move, 'Asking for opinion' was the most frequent whereas 'Claim' or 'Rebuttal' were rare. Students tended to listen to or ask others' opinion rather than provide their own claims or critics on others' opinion. 'Rebuttal' was shown a few times only during prediction and planning stage. There was no single 'Rebuttal' during interpretation stage. Students tended to easily accept or agree other student's interpretation of data instead of arguing their own ideas. In terms of level of grounds, students mostly provided their ideas without any attempt to justify their position. Especially during planning stage, students tended to suggest or decide ways of measuring or controlling variables without any grounds. They used evidences only a few times during prediction stage. In terms of relation between discourse move and level of grounds, students provided grounds most frequently when they dispute others' claims. The level of grounds were higher when they advocate or clarify their own or others' ideas than when they claim their ideas. The result of this study showed that the quality of elementary science-gifted students' argumentation during science inquiry was undesirable in many ways. Implications for scaffolding and facilitating argumentation during science inquiry were discussed.