• Journal of Educational Research in Mathematics
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• v.9 no.1
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• pp.279-294
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• 1999

The level-based task learning had an effect on enhancing the math achievement of enrichment and ordinary classes. Besides, the analysis of mathematical attitude change showed that the level-based task learning took effect in the experimental class in every domain, including self-confidence, flexibility, will power, reaction and value, while it made little difference to the comparative class. The findings were as follows in detail. 1. The Outcome of the Achievement Test 1) The Enrichment Class In the first two tests, there were little differences in the enrichment class, But the disparity between the experimental and comparative classes became larger as this study advanced with 4.3 for the third test, 6.4 for the fourth and 6.1 for the fifth. 2) The Ordinary Class In the first to fifth achievement tests, the ordinary class made less difference than the enrichment class did. But there appeared some effect as this study progressed, since the mean grade disparity between the experimental and comparative classes was 2.1 for the first test, 3.5 for the second, 3.9 for the third, 4.4 for the fourth and 6.3 for the fifth. 3) The Supplementary Class The supplementary class showed no big difference in the first two tests. But, like the ordinary class, there was some effect with the lapse of the third 2.9 for the test, 3.2 for the fourth and 4.1 for the fifth. 2. The Change of Mathematical Attitude 1) The Experimental Class The task learning by level had a great deal of effect on the experimental class, as the pre-and post-comparative analyses showed that this class's grades were 5.1 for self-confidence, 10.8 for flexibility, 11.3 for will power, 9.7 for curiosity, 10.9 for reaction and 2.8 for value. 2) The Comparative Class The relative comparison between the comparative class and experimental class revealed that there was a hole effect on the comparative class. 3. The Outcome of Questionnaire Survey 1) They showed a positive reaction, as 40.1% of them answered the level-based task loaming served to raise their achievement, and 48.0% told so-so, and 11.9% replied they weren't helped by it. 2) The results after the experiment were;37.8% of the students say they under- stood practically everything while 12.6% of them say they under stood almost half. 3) The will to learn after the experiment shows dramatic changes between the two classes, The students in the enrichment class showed better will to learn than the students in the ordinary and supplementary classes did.

• Journal of dental hygiene science
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• v.7 no.4
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• pp.275-279
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• 2007

The purpose of this research, which was executed with 200 patients whose chief complaint was the extraction of the mandibular third molar, was to examine the effect that eruption state of the mandibular third molar has on the growth of pericoronitis. The conclusion about distribution of left and right mandibular third molar, angulation, impaction degree, anterior border of mandibular ramus and the interval from mandibular second molar to mandibular third molar was drawn by chi-square test. 1. There was correlation between pericoronitis and position of the mandibular third molar according to age. 2. In angulation of mandibular third molar, mandibular third molar most likely to be afflicted with pericoronitis is mesioangular. 3. The impaction degree between mandibular third molar and the growth of pericoronitis was given in the order of Level a, Level c and Level b. 4. In the anterior border of mandibular ramus with mandibular third molar, pericoronitis was easily generated in the order of Class II, Class I and Class III. 5. The shorter the interval from distal cementoenamel junction of mandibular second molar to mesial cementoenamel junction of third molar became, the more easily pericoronitis was generated.

• The korean journal of orthodontics
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• v.20 no.1
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• pp.111-122
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• 1990

To investigate the relationship of skeletal maturity among the normal occlusion group and each malocclusion groups, the author used hand and wrist X-ray of 133 Korean 13 year old boys (normal occlusion 30, Class I malocclusion 35, Class II malocclusion 35 and Class III malocclusion 33) and assessed their skeletal maturity. In this study, fourteen skeletal maturity stages were selected from; Radius, Hamate, Pisiform, Ulnar sesamoid of the metacarpophalangeal joint of the first thumb, proximal phalanges of the first, second and third finger, middle and distal phalanx of the third finger. The difference of skeletal maturity of each malocclusion groups in relative to normal occlusion group and that of each malocclusion groups were analyzed. The findings of this study can be summerized as follows: 1. Average skeletal maturity stage of each groups were MP3cap stage in normal occlusion group, H-2 stage in Class I malocclusion group, midstage between S and H-2 stage in Class II malocclusion group, MP3cap stage in Class III malocclusion group. 2. There was no significant difference in skeletal maturity of Class I malocclusion and Class III malocclusion groups in relative to normal occlusion group. 3. There was significant retardation of skeletal maturity in Class II malocclusion group in relative to normal occlusion group. 4. There was no significant difference in skeletal maturity between Class I and Class II malocclusion groups. 5. There was no significant difference in skeletal maturity between Class I and Class III malocclusion groups. 6. There was significant retardation of skeletal maturity in Class II malocclusion group in relative to Class III malocclusion group.

• Educational Technology International
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• v.21 no.2
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• pp.193-216
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• 2020

This study investigated university students' perspectives on good class and instructional practices through social network analysis. The subjects were 321 students in the third and fourth academic years in a Korean university. The subjects completed four open-ended questions, asking about experience of good class, good instructors' teaching practice, and their feelings and attitudes when participating in good class. As social network analysis, KrKwic (Korea Key Words in Context) was used to compute word frequencies and analyze semantic network structures and Ucinet Netdraw to assess centrality in the social network, consisting of degree centrality, closeness centrality, and between centrality. The results are as follows. First, students showed 5 keywords to depict what good class is, including 'understanding', 'example', 'video', 'interest', and 'communication'. Second, the characteristics of teaching methods by professors who practice good class indicate 'assignments', 'questions', 'understanding', 'example', and 'feedback'. Third, the top 5 keywords of students' attitudes as participating in good class are 'active', 'participation', 'focus', 'listening', and 'asking'. Last, keywords depicting desirable class that students most wanted to take next time are 'assignments', 'rewards', 'understanding', 'difficulty', and 'interest'. The findings from this study include the meanings of the semantic network structures of words in the text making up messages. Also this study can provide empirical evidence for educators and educational practitioners in higher education to create effective learning environments.

• 대한공업교육학회지
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• v.37 no.2
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• pp.147-160
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• 2012

The purpose of this study was to examine the effects on the academic achievement and learning satisfaction according to the presentation method of the multimedia materials for 'transportation technology' units of technology home economics subject. The subjects were assigned in third conditions; Text type explanation class, multimedia class and multimedia video class with narration. The data of six evaluation questions obtained from the survey of 93 high school girl were analyzed using SPSS program. The results of the study were as follows : First, in the learning satisfaction average level(M) of the students' overall responses to the questions, multimedia teaching learning class(experimental group 1) is the first(M=4.14), multimedia video class with narration(experimental group 2) is the second(M=3.16), and instructor-led class(control group) is the third (M=2.63). Therefore, the teaching learning multimedia class(experimental group 1) was most effective. Second, looking at the correlations between the students' responses to the questions, in an interesting class, the students have a retentive memory and comprehension, but a lower concentration can not a retentive memory. Third, multimedia teaching learning class(experimental group 1) has the best degree at the level of academic achievement, but instructor-led class(control group) and multimedia video class with narration(experimental group 2) have similar degree in the second place. To increase academic achievement, an instructor-led class is important to arouse interest and a multimedia video class with narration is required ways to improve level of concentration.

• Honam Mathematical Journal
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• v.30 no.1
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• pp.53-64
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• 2008

Lower dimensional cases of Einstein's connection were already investigated by many authors for n = 2, 3, 4, 5, 6. In the following series of two papers, we present a surveyable tensorial representation of 8-dimensional Einstein's connection in terms of the unified field tensor: I. The recurrence relations in 8-g-UFT II. The Einstein 's connection in 8-g-UFT In our previous paper [1], we investigated some algebraic structure in Einstein's 8-dimensional unified field theory (i.e., 8-g-UFT), with emphasis on the derivation of the recurrence relations of the third kind which hold in 8-g-UFT. This paper is a direct continuation of [1]. The purpose of the present paper is to prove a necessary and sufficient condition for a unique Einstein's connection to exist in 8-g-UFT and to display a surveyable tensorial representation of 8-dimensional Einstein's connection in terms of the unified field tensor, employing the powerful recurrence relations of the third kind obtained in the first paper [1]. All considerations in this paper are restricted to the first class only of the generalized 8-dimensional Riemannian manifold $X_8$, since the cases of the second class are done in [2], [3] and the case of the third class, the simplest case, was already studied by many authors.

• Honam Mathematical Journal
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• v.27 no.1
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• pp.131-140
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• 2005

Lower dimensional cases of Einstein's connection were already investigated by many authors for n = 2, 3, 4, 5, 6, 7. In the following series of two papers, we present a surveyable tensorial representation of 8-dimensional Einstein's connection in terms of the unified field tensor: I. The recurrence relations in 8-g-UFT II. The Einstein's connection in 8-g-UFT In our previous paper [1], we investigated some algebraic structure in Einstein's 8-dimensional unified field theory (i.e., 8-g-UFT), with emphasis on the derivation of the recurrence relations of the third kind which hold in 8-g-UFT. This paper is a direct continuation of [1]. The purpose of the present paper is to prove a necessary and sufficient condition for a unique Einstein's connection to exist in 8-g-UFT and to display a surveyable tensorial representation of 8-dimensional Einstein's connection in terms of the unified field tensor, employing the powerful recurrence relations of the third kind obtained in the first paper [1]. All considerations in this paper are restricted to the second class only of the generalized 8-dimensional Riemannian manifold $X_8$, since the case of the first class are done in [2], [3] and the case of the third class, the simplest case, was already studied by many authors.

• Journal of Korean Elementary Science Education
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• v.33 no.1
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• pp.105-114
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• 2014

The purpose of this study was to develop a teaching strategy focused on problem solving process and explore its effects on science creative problem solving ability, science process skills, science academic achievements and scientific attitudes of students after applying it. Teaching strategy focused on problem solving process employed brainstorming and PMI thinking strategies. The participants were the third grade students of both an experimental class(26 students) and a comparative class(25 students) at the S elementary school located in Goyang-City, Kyonggi Province. The developed strategy was applied to the experimental class for 9 periods of 'Separation of mixture' unit. The results of the tests on the science creative problem solving ability, the science process skills, scientific achievement and scientific attitude were statistically higher in the experimental class.

• Journal of Fisheries and Marine Sciences Education
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• v.25 no.4
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• pp.781-800
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• 2013

The purpose of this study was to investigate perception of primary school teachers about operation of after-school computer class. Research questions were set up as follows: First, what type is preferred on the operation type for after-school computer class? Second, what is the perception about the adequacy of contents for after-school computer class? Third, what is the perception about instructors' expertise? Fourth, what is the perception about the effects of after-school computer class? Finally, what is the perception about facilities/ equipment and evaluation system of after-school computer class? To figure out these questions, this study conducted literature review and questionnaire survey. The results of this study are as follows: First, approximately 82% of respondents preferred to have after-school computer class operated by outsourced agency. Second, overall, the perceptions about the operation of after-school computer class were positive: The adequacy of contents, instructors' expertise, the effects, facilities/ equipment and evaluation system are seen as mostly positive. Third, its differences between school self-operated computer class and private sector computer class were insignificant. Fourth, its differences among various sizes of the school were significant. The implementaion of after-school computer class was considered as more positive in small schools. Finally, researchers suggested that it was necessary to develop an plan considering school sizes for more efficient implementation of after-school computer class.

• Journal of Korean Academy of Oral and Maxillofacial Radiology
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• v.16 no.1
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• pp.19-24
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• 1986

The author performed radiographical analysis of the third molar dentition and characteristic relation to anatomical oral structure. For this purpose 506 orthopantomagraph film, male 283cases and female 223 cases, aged from 15 to 30 years were evaluated by means of Winter's classification in conjunction with some other methods. Through the study following results were obtained; 1. The eruption of(equation omitted) were found in 229 cases followed by 61 cases of(equation omitted) and 45 cases showed no evidence of eruption. 2. The classification based on the relation of ramus to distal portion of the 2nd molar revealed class Ⅱ, 460 cases (61.8%) and 182 cases (24.5%) were class Ⅲ. 3. Parallelism between long axis of mandibular third molar and the second molar were found in 302 cases (40.8%) and mesial inclination of the third molar were 280 cases (37.6%). 4. Average inclination degree among these cases showed 138.62±12.56°.