Pub Date : 2024-05-15DOI: 10.22251/jlcci.2024.24.9.673
Il-Sun Hyun
Objectives This study explored the effects of Quillbot-assisted paraphrasing practice on EFL college students’ English vocabulary acquisition and their attitude toward of Quillbot-paraphraser use. Methods Divided into two, the experimental group (n = 17) performed paraphrasing writing tasks with Quillbot-paraphraser whereas the control group (n = 18) completed the same tasks without it. The two groups took vocabulary quizzes at two-week intervals and the experimental group responded to the questionnaire concerning their perception toward Quillbot-paraphraser use. By Mann-Whitney U test, comparisons were made on each quiz score between the groups and the responses on the questionnaire of the experimental group were analyzed by content. Results The result found no statistically significant differences in the vocabulary quiz scores of the two groups, but the analyses of the students of the experimental group showed that Quillbot-paraphraser use certainly helped their paraphrasing performance, extending their vocabulary knowledge in depth, aiding them to comprehend sen-tence structures better, and making them aware of distorted sentences. Conclusions There remained limitations in that the Quillbot-paraphraser provided distorted sentences that were different from the students’ intended meanings and was unable to provide detailed explanations related to its vo-cabulary choices. Thus, it seems important students themselves to have an keen eyes to identify problems with the results provided by AI tools. It is hoped that further studies will lead to in-depth discussions on the new role of teachers and on discoveries of new strategies for implementing AI tool-assisted writing tasks, calling teachers’ facilitating supports in the classrooms.
{"title":"Effects of Quillbot-assisted paraphrasing practice on EFL college students’ English vocabulary acquisition and perception","authors":"Il-Sun Hyun","doi":"10.22251/jlcci.2024.24.9.673","DOIUrl":"https://doi.org/10.22251/jlcci.2024.24.9.673","url":null,"abstract":"Objectives This study explored the effects of Quillbot-assisted paraphrasing practice on EFL college students’ English vocabulary acquisition and their attitude toward of Quillbot-paraphraser use. \u0000Methods Divided into two, the experimental group (n = 17) performed paraphrasing writing tasks with Quillbot-paraphraser whereas the control group (n = 18) completed the same tasks without it. The two groups took vocabulary quizzes at two-week intervals and the experimental group responded to the questionnaire concerning their perception toward Quillbot-paraphraser use. By Mann-Whitney U test, comparisons were made on each quiz score between the groups and the responses on the questionnaire of the experimental group were analyzed by content. \u0000Results The result found no statistically significant differences in the vocabulary quiz scores of the two groups, but the analyses of the students of the experimental group showed that Quillbot-paraphraser use certainly helped their paraphrasing performance, extending their vocabulary knowledge in depth, aiding them to comprehend sen-tence structures better, and making them aware of distorted sentences. \u0000Conclusions There remained limitations in that the Quillbot-paraphraser provided distorted sentences that were different from the students’ intended meanings and was unable to provide detailed explanations related to its vo-cabulary choices. Thus, it seems important students themselves to have an keen eyes to identify problems with the results provided by AI tools. It is hoped that further studies will lead to in-depth discussions on the new role of teachers and on discoveries of new strategies for implementing AI tool-assisted writing tasks, calling teachers’ facilitating supports in the classrooms.","PeriodicalId":509731,"journal":{"name":"Korean Association For Learner-Centered Curriculum And Instruction","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140976862","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-05-15DOI: 10.22251/jlcci.2024.24.9.859
Dong-Seon Shin
Objectives This study investigated and analyzed the tendency of students to choose subjects and the tendency of chemical academic achievement according to science subject selection in the high school credit system. Methods For six months, from March to August 2020, 339 sophomores of S High School located in Gyeongnam were surveyed and analyzed for their perception of subject selection. Among them, a questionnaire was devel-oped to find out the perception of the content of chemistry subjects, and a questionnaire was conducted on 78 people who agreed to participate in the study. In order to analyze the tendency of chemical academic achievement according to science subject selection in the high school credit system, descriptive statistics, cross-analysis, and nonparametric tests were performed with the SPSS 28 program. Results Students selected many of the science elective subjects in the order of 'Chem-Phys-Bio,' 'Chem-Phys-Earth,' and 'Chem-Bio-Earth.' In the content and concept of the Chemistry I subject, students were found to have difficulty understanding concepts such as 'mole,' 'chemical reaction formula,' 'orbital,' etc., and the 'Chem-Phys-Earth' subject group was found to have the most difficulty in understanding the concept of 'mole.' In addition, in the comparison of achievement by elective subject group, the 'Chem-Phys-Bio' subject group showed the highest chemical academic achievement and the 'Chem-Phys-Earth' subject group showed the low-est achievement. Conclusions In the high school credit system, students chose the Science I course independently, but many stu-dents were found to have insufficient understanding of the basic concept of Chemistry I. Therefore, in terms of understanding the concept of chemistry, it is essential to design a teaching-learning process by level so that stu-dents can better understand the basic concept of Chemistry I in the high school credit system.
{"title":"Analysis of Trends in Science Electives in the High School Credit System: Focusing on Chemistry I Subjects","authors":"Dong-Seon Shin","doi":"10.22251/jlcci.2024.24.9.859","DOIUrl":"https://doi.org/10.22251/jlcci.2024.24.9.859","url":null,"abstract":"Objectives This study investigated and analyzed the tendency of students to choose subjects and the tendency of chemical academic achievement according to science subject selection in the high school credit system. \u0000Methods For six months, from March to August 2020, 339 sophomores of S High School located in Gyeongnam were surveyed and analyzed for their perception of subject selection. Among them, a questionnaire was devel-oped to find out the perception of the content of chemistry subjects, and a questionnaire was conducted on 78 people who agreed to participate in the study. In order to analyze the tendency of chemical academic achievement according to science subject selection in the high school credit system, descriptive statistics, cross-analysis, and nonparametric tests were performed with the SPSS 28 program. \u0000Results Students selected many of the science elective subjects in the order of 'Chem-Phys-Bio,' 'Chem-Phys-Earth,' and 'Chem-Bio-Earth.' In the content and concept of the Chemistry I subject, students were found to have difficulty understanding concepts such as 'mole,' 'chemical reaction formula,' 'orbital,' etc., and the 'Chem-Phys-Earth' subject group was found to have the most difficulty in understanding the concept of 'mole.' In addition, in the comparison of achievement by elective subject group, the 'Chem-Phys-Bio' subject group showed the highest chemical academic achievement and the 'Chem-Phys-Earth' subject group showed the low-est achievement. \u0000Conclusions In the high school credit system, students chose the Science I course independently, but many stu-dents were found to have insufficient understanding of the basic concept of Chemistry I. Therefore, in terms of understanding the concept of chemistry, it is essential to design a teaching-learning process by level so that stu-dents can better understand the basic concept of Chemistry I in the high school credit system.","PeriodicalId":509731,"journal":{"name":"Korean Association For Learner-Centered Curriculum And Instruction","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140976568","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-05-15DOI: 10.22251/jlcci.2024.24.9.115
Hyun Ju Choi, Bo Hyun Kim, Jua Ko
Objectives The purpose of this study is to investigate the perception of the importance and performance of early childhood teachers' resilience and to seek improvement measures. Methods teachers working at kindergartens and daycare centers in Seoul and Gyeonggi Province. For the col-lected data, IPA analysis was conducted to verify the difference in the importance and performance of early child-hood teachers' resilience, and to verify future improvements. Results As a result of IPA analysis by sub-factor of resilience, self-regulation ability was analyzed as a factor to be mainly improved. As a result of the analysis by detailed items, in self-regulation ability, “control of emotions,” “not getting caught up in my emotions,” “overcoming temptation or disturbance when something needs to be done,” “attempting to fully understand the cause in a problem situation,” in interpersonal skills, “finding the appro-priate phrase or word for what you want to express,” “getting love and attention from people around you,” “thinking that people who meet me like me,” “believe that they can control the problems that happen to me,” “thinking that various conditions in my life are satisfactory,” and “satisfied with my life” were the items to invest heavily in. Conclusions These results suggest that in order to strengthen the resilience of early childhood teachers, it is first necessary to develop the ability to control, check, and adjust the current mind or behavior.
{"title":"Analysis of the Resilience Importance and Performance of Early Childhood Teachers (IPA)","authors":"Hyun Ju Choi, Bo Hyun Kim, Jua Ko","doi":"10.22251/jlcci.2024.24.9.115","DOIUrl":"https://doi.org/10.22251/jlcci.2024.24.9.115","url":null,"abstract":"Objectives The purpose of this study is to investigate the perception of the importance and performance of early childhood teachers' resilience and to seek improvement measures. \u0000Methods teachers working at kindergartens and daycare centers in Seoul and Gyeonggi Province. For the col-lected data, IPA analysis was conducted to verify the difference in the importance and performance of early child-hood teachers' resilience, and to verify future improvements. \u0000Results As a result of IPA analysis by sub-factor of resilience, self-regulation ability was analyzed as a factor to be mainly improved. As a result of the analysis by detailed items, in self-regulation ability, “control of emotions,” “not getting caught up in my emotions,” “overcoming temptation or disturbance when something needs to be done,” “attempting to fully understand the cause in a problem situation,” in interpersonal skills, “finding the appro-priate phrase or word for what you want to express,” “getting love and attention from people around you,” “thinking that people who meet me like me,” “believe that they can control the problems that happen to me,” “thinking that various conditions in my life are satisfactory,” and “satisfied with my life” were the items to invest heavily in. \u0000Conclusions These results suggest that in order to strengthen the resilience of early childhood teachers, it is first necessary to develop the ability to control, check, and adjust the current mind or behavior.","PeriodicalId":509731,"journal":{"name":"Korean Association For Learner-Centered Curriculum And Instruction","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140976565","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-05-15DOI: 10.22251/jlcci.2024.24.9.839
Ildong Yang
Objectives The purpose of this study is as follows. First, what perceptions do learners have about Korean language (modern novel) classes? Second, what are the responses of learners who have used team building visual thinking in all modern novel classes? Third, what is the effect of modern novel classes using team building visual thinking on learners' interest, confidence, attitude, and anxiety? The purpose of this study was to empirically verify the ef-fect on Korean language classes through the experience of modern novel classes using team building visual sink-ing for students in five classes in the second year of Y High School in Seoul. Methods The class was conducted for second-year students at Y High School in Seoul, data was collected through worksheets and questionnaires to analyze the results. The questionnaires were divided into a pre-test and a post-test after review by experts (one Korean language professor and two doctors of education), and a survey was conducted to examine the students' reactions to modern novel classes using team building visual thinking. The survey results were analyzed with descriptive statistics using SPSS 28.0, and open-ended questions and worksheets were analyzed. Results Team building visual thinking classes provided an opportunity for learners, who deeply understood the work, to express their thoughts and impressions visually and then communicate and share their opinions with oth-er learners. This enhanced learners' understanding of the novel while improving their creative thinking, expression skills, and teamwork skills. In addition, team building visual thinking was effective in increasing their learning mo-tivation, thereby making the classes more active. Conclusions Team building visual thinking classes helped build a collaborative learning environment through ac-tivities that team members do together, from idea visualization to idea sharing and feedback. This served as an opportunity to lay the foundation for teaching and learning that can actively respond to changes in education: digi-tal transformation. In particular, this study is significant in that it is a new attempt to utilize team building visual thinking in modern novel classes according to the 2022 Revised National Curriculum.
研究目的 本研究的目的如下。第一，学习者对韩国语（现代小说）课程有什么看法？第二，在所有现代小说课堂中使用团队建设视觉思维的学习者的反应如何？第三，使用团队建设视觉思维的现代小说课对学习者的兴趣、信心、态度和焦虑有什么影响？本研究的目的是通过对首尔 Y 高中二年级五个班级的学生使用团队建设视觉思维的现代小说课堂的体验，实证验证其对韩国语课堂的影响。方法 为首尔 Y 高中二年级学生开设现代小说课，通过工作表和问卷收集数据，分析结果。问卷经专家（一名韩国语教授和两名教育学博士）审查后分为前测和后测，并进行了一项调查，以了解学生对使用团队建设视觉思维的现代小说课的反应。调查结果使用 SPSS 28.0 进行了描述性统计分析，并对开放式问题和工作表进行了分析。结果 团队建设式视觉思维课堂为深刻理解作品的学习者提供了一个机会，让他们可以直观地表达自己的想法和印象，然后与其他学习者交流和分享自己的观点。这既增强了学习者对小说的理解，又提高了他们的创造性思维能力、表达能力和团队合作能力。此外，团队建设视觉思维课还有效地提高了他们的学习积极性，从而使课堂更加活跃。结论 团队建设视觉思维课程通过团队成员共同完成的活动，从创意视觉化到创意分享和反馈，帮助建立了一个协作学习的环境。这为积极应对教育变革：数字化转型的教学奠定了基础。特别是，本研究的意义在于，它是根据 2022 年修订的国家课程，在现代小说课堂中运用团队建设可视化思维的一次新尝试。
{"title":"A Study on the Effect of Modern Novel Classes using Team Building Visual Thinking on Korean Language Classes of High School Male Students: Focusing on Park Wan-suh, ‘Mother’s Stake II’","authors":"Ildong Yang","doi":"10.22251/jlcci.2024.24.9.839","DOIUrl":"https://doi.org/10.22251/jlcci.2024.24.9.839","url":null,"abstract":"Objectives The purpose of this study is as follows. First, what perceptions do learners have about Korean language (modern novel) classes? Second, what are the responses of learners who have used team building visual thinking in all modern novel classes? Third, what is the effect of modern novel classes using team building visual thinking on learners' interest, confidence, attitude, and anxiety? The purpose of this study was to empirically verify the ef-fect on Korean language classes through the experience of modern novel classes using team building visual sink-ing for students in five classes in the second year of Y High School in Seoul. \u0000Methods The class was conducted for second-year students at Y High School in Seoul, data was collected through worksheets and questionnaires to analyze the results. The questionnaires were divided into a pre-test and a post-test after review by experts (one Korean language professor and two doctors of education), and a survey was conducted to examine the students' reactions to modern novel classes using team building visual thinking. The survey results were analyzed with descriptive statistics using SPSS 28.0, and open-ended questions and worksheets were analyzed. \u0000Results Team building visual thinking classes provided an opportunity for learners, who deeply understood the work, to express their thoughts and impressions visually and then communicate and share their opinions with oth-er learners. This enhanced learners' understanding of the novel while improving their creative thinking, expression skills, and teamwork skills. In addition, team building visual thinking was effective in increasing their learning mo-tivation, thereby making the classes more active. \u0000Conclusions Team building visual thinking classes helped build a collaborative learning environment through ac-tivities that team members do together, from idea visualization to idea sharing and feedback. This served as an opportunity to lay the foundation for teaching and learning that can actively respond to changes in education: digi-tal transformation. In particular, this study is significant in that it is a new attempt to utilize team building visual thinking in modern novel classes according to the 2022 Revised National Curriculum.","PeriodicalId":509731,"journal":{"name":"Korean Association For Learner-Centered Curriculum And Instruction","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140972603","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-05-15DOI: 10.22251/jlcci.2024.24.9.17
Jong-mi Kim, Yong Cho
Objectives This study took ecological transition education as an integrated subject, analyzed the general and spe-cific documents of the 2015 revised and 2022 revised middle school curriculum, and attempted to develop a mid-dle school education program linked to ESG activities. Methods To this end, the planning and diagnosis phase was carried out from February to March 2023, the full-scale research project was carried out from April to October, and analysis and generalization of research re-sults were conducted from November to February of the following year. After receiving two rounds of expert ad-vice, we modified and supplemented the ecological transition education program linked to ESG activities and or-ganically linked it with the ESG activities of Earth Environment (E) practice activities, Social Realization (S) practice activities, and Win-Win Cooperation (G) practice activities. An ecological conversion education program was developed. Results The details of the research and development are (1) composition of the content system of ecological transformation education linked to ESG activities, (2) establishment of types of ecological transformation educa-tion linked to ESG activities, (3) nine programs of ecological transformation education linked to ESG activities, (4) The adequacy and effectiveness of developing a middle school ecological transition education program linking ESG activities was confirmed in five aspects, including the curriculum design content of ecological transition education linked to ESG activities and (5) the degree of ecological literacy cultivation. Conclusions Firstly, it contributed to a certain extent in cultivating ecological literacy (capacity to practice global environment, competency to implement social implementation, and competency to practice win-win coopera-tion). Secondly, it was helpful in strengthening ecological transition education linked to the school curriculum. Thirdly, it helped create a school culture that reduces carbon emissions. Fourthly, along with awareness of eco-logical transition education, the practical capabilities of teachers and students were improved.
{"title":"A Study on the Development of Middle School Ecological Transition Education Program linked to ESG Activities","authors":"Jong-mi Kim, Yong Cho","doi":"10.22251/jlcci.2024.24.9.17","DOIUrl":"https://doi.org/10.22251/jlcci.2024.24.9.17","url":null,"abstract":"Objectives This study took ecological transition education as an integrated subject, analyzed the general and spe-cific documents of the 2015 revised and 2022 revised middle school curriculum, and attempted to develop a mid-dle school education program linked to ESG activities. \u0000Methods To this end, the planning and diagnosis phase was carried out from February to March 2023, the full-scale research project was carried out from April to October, and analysis and generalization of research re-sults were conducted from November to February of the following year. After receiving two rounds of expert ad-vice, we modified and supplemented the ecological transition education program linked to ESG activities and or-ganically linked it with the ESG activities of Earth Environment (E) practice activities, Social Realization (S) practice activities, and Win-Win Cooperation (G) practice activities. An ecological conversion education program was developed. \u0000Results The details of the research and development are (1) composition of the content system of ecological transformation education linked to ESG activities, (2) establishment of types of ecological transformation educa-tion linked to ESG activities, (3) nine programs of ecological transformation education linked to ESG activities, (4) The adequacy and effectiveness of developing a middle school ecological transition education program linking ESG activities was confirmed in five aspects, including the curriculum design content of ecological transition education linked to ESG activities and (5) the degree of ecological literacy cultivation. \u0000Conclusions Firstly, it contributed to a certain extent in cultivating ecological literacy (capacity to practice global environment, competency to implement social implementation, and competency to practice win-win coopera-tion). Secondly, it was helpful in strengthening ecological transition education linked to the school curriculum. Thirdly, it helped create a school culture that reduces carbon emissions. Fourthly, along with awareness of eco-logical transition education, the practical capabilities of teachers and students were improved.","PeriodicalId":509731,"journal":{"name":"Korean Association For Learner-Centered Curriculum And Instruction","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140976618","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-05-15DOI: 10.22251/jlcci.2024.24.9.737
SoHyeon Kim, JaeJeong Park
Objectives This study explored the reality of physical activity education in the lower grades through the experi-ences of elementary school teachers and made suggestions for strengthening and revitalizing physical activity ed-ucation in the lower grades. Methods Four lower elementary school classroom teachers interested in and experienced in physical activity edu-cation were selected as participants in the study, and data were collected through in-dept interviews and analysis of literature and documents. The collected data were analyzed through Yin’s five-step analytical cycle, and the an-alyzed data were subjected to triangulation, participant verification, and peer review to enhance the validity of the study. Results In “Students Growing Up Physically Active,” teachers believed that lower elementary students love to be physically active and that diverse and active physical education can help them adjust to school life and grow physi-cally, mentally, and emotionally. However, in “Teachers who are overwhelmed by physical activity,” teachers felt burdened and challenged to teach physical activity due to a variety of factors. In “Teaching Physical Activity Necessary,” there was a lack of physical activity in the lower elementary curriculum and a lack of physical activity education in schools. Conclusions In order to strengthen and revitalize physical activity education in the lower grades of elementary school, we suggested strengthening the importance of basic movement competency education in the lower grades, implementing systematic physical education in the lower grades, improving awareness of physical activity education in the lower grades, and improving the educational environment.
{"title":"The Experiences and Implications of the Homeroom Teacher on Physical Activity Education for the Lower Elementary Grades","authors":"SoHyeon Kim, JaeJeong Park","doi":"10.22251/jlcci.2024.24.9.737","DOIUrl":"https://doi.org/10.22251/jlcci.2024.24.9.737","url":null,"abstract":"Objectives This study explored the reality of physical activity education in the lower grades through the experi-ences of elementary school teachers and made suggestions for strengthening and revitalizing physical activity ed-ucation in the lower grades. \u0000Methods Four lower elementary school classroom teachers interested in and experienced in physical activity edu-cation were selected as participants in the study, and data were collected through in-dept interviews and analysis of literature and documents. The collected data were analyzed through Yin’s five-step analytical cycle, and the an-alyzed data were subjected to triangulation, participant verification, and peer review to enhance the validity of the study. \u0000Results In “Students Growing Up Physically Active,” teachers believed that lower elementary students love to be physically active and that diverse and active physical education can help them adjust to school life and grow physi-cally, mentally, and emotionally. However, in “Teachers who are overwhelmed by physical activity,” teachers felt burdened and challenged to teach physical activity due to a variety of factors. In “Teaching Physical Activity Necessary,” there was a lack of physical activity in the lower elementary curriculum and a lack of physical activity education in schools. \u0000Conclusions In order to strengthen and revitalize physical activity education in the lower grades of elementary school, we suggested strengthening the importance of basic movement competency education in the lower grades, implementing systematic physical education in the lower grades, improving awareness of physical activity education in the lower grades, and improving the educational environment.","PeriodicalId":509731,"journal":{"name":"Korean Association For Learner-Centered Curriculum And Instruction","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140975381","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-05-15DOI: 10.22251/jlcci.2024.24.9.151
Inseob Hwang
Objectives This study analyzed the performance of university innovation support projects through quantitative in-dicators of universities. Methods A paired t-test method and one-way analysis of variance were used as research methods. Results As a result of the analysis, the acquisition rate of full-time teachers and the recruitment rate of students were lower than before the university innovation support project, while the education cost reduction rate, the total number of courses per student, the appropriateness of the lecture size, the recruitment rate of new students, and the employment rate of graduates were higher than before the university innovation support project. The recruit-ment rate of enrolled students and the employment rate of graduates were higher in the metropolitan area than in the non-metropolitan area. According to the university size, there was no difference in the rate of change in all indicators except for the enrollment rate, and in the case of the enrollment rate, large universities performed better than those that did not. Conclusions This study is significant in that it has confirmed that the university innovation support project is ach-ieving quantitative as well as qualitative performance of various university innovations, and balances according to university regional conditions and size.
目的 本研究通过对高校创新支持项目的量化指标来分析高校创新支持项目的绩效。方法 采用配对 t 检验法和单因素方差分析法进行研究。结果 分析结果显示，专任教师获得率和学生录取率低于高校创新支持项目实施前，而教育成本降低率、生均课程总数、授课规模适宜性、新生录取率和毕业生就业率高于高校创新支持项目实施前。大都市地区的新生入学率和毕业生就业率均高于非大都市地区。根据大学规模的不同，除入学率外，其他指标的变化率没有差异，在入学率方面，规模大的大学比规模小的大学表现更好。结论 本研究的意义在于，它证实了大学创新支持项目正在实现各种大学创新的定量和定性绩效，并根据大学的区域条件和规模实现了平衡。
{"title":"Performance and Implications of University Innovation Support Project through University Quantitative Indicators","authors":"Inseob Hwang","doi":"10.22251/jlcci.2024.24.9.151","DOIUrl":"https://doi.org/10.22251/jlcci.2024.24.9.151","url":null,"abstract":"Objectives This study analyzed the performance of university innovation support projects through quantitative in-dicators of universities. \u0000Methods A paired t-test method and one-way analysis of variance were used as research methods. \u0000Results As a result of the analysis, the acquisition rate of full-time teachers and the recruitment rate of students were lower than before the university innovation support project, while the education cost reduction rate, the total number of courses per student, the appropriateness of the lecture size, the recruitment rate of new students, and the employment rate of graduates were higher than before the university innovation support project. The recruit-ment rate of enrolled students and the employment rate of graduates were higher in the metropolitan area than in the non-metropolitan area. According to the university size, there was no difference in the rate of change in all indicators except for the enrollment rate, and in the case of the enrollment rate, large universities performed better than those that did not. \u0000Conclusions This study is significant in that it has confirmed that the university innovation support project is ach-ieving quantitative as well as qualitative performance of various university innovations, and balances according to university regional conditions and size.","PeriodicalId":509731,"journal":{"name":"Korean Association For Learner-Centered Curriculum And Instruction","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140972101","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-05-15DOI: 10.22251/jlcci.2024.24.9.589
Youkyung Kim, Hyunnie Ahn
Objectives The purpose of this study is to test the mediating effect of perceived stress due to COVID-19, using social media to avoid negative emotions in the process of influencing depression of college students' attachment anxiety. Methods To this end, data from 279 male and female college students in Korea were collected through an online survey from October 15 to October 25, 2020, SPSS 20.0 was used for technical statistics and correlation analysis, and Mplus 7.0 program was used for structural model and mediating effect verification. Results The main results of this study are as follows. First, the attachment anxiety of college students showed a significant positive correlation with the use of social media to avoid negative emotions, perceived stress and de-pression caused by COVID-19. Second, the mediating effect of using social media to avoid negative emotions was confirmed in the relationship between attachment anxiety and depression. Third, the mediating effect of per-ceived stress due to COVID-19 was confirmed in the relationship between attachment anxiety and depression. Finally, it was found that the double mediating effect of social media use to avoid perceived stress and negative emotions caused by COVID-19 was significant in the effect of attachment anxiety of college students on depression. Conclusions Taken together, it was found that college students with attachment anxiety perceived stress caused by COVID-19 higher. In addition, they used social media as a way to avoid negative emotions, which affected depression. This study is meaningful in that it revealed the link between social media use and depression among young people and the psychological mechanism that affects depression among college students in the COVID-19 situation in a situation where face-to-face activities have been reduced and non-face-to-face interpersonal rela-tionships have been recommended.
{"title":"The effect of college students' attachment anxiety, social media use to avoid negative emotions, and perceived stress from COVID-19 on depression","authors":"Youkyung Kim, Hyunnie Ahn","doi":"10.22251/jlcci.2024.24.9.589","DOIUrl":"https://doi.org/10.22251/jlcci.2024.24.9.589","url":null,"abstract":"Objectives The purpose of this study is to test the mediating effect of perceived stress due to COVID-19, using social media to avoid negative emotions in the process of influencing depression of college students' attachment anxiety. \u0000Methods To this end, data from 279 male and female college students in Korea were collected through an online survey from October 15 to October 25, 2020, SPSS 20.0 was used for technical statistics and correlation analysis, and Mplus 7.0 program was used for structural model and mediating effect verification. \u0000Results The main results of this study are as follows. First, the attachment anxiety of college students showed a significant positive correlation with the use of social media to avoid negative emotions, perceived stress and de-pression caused by COVID-19. Second, the mediating effect of using social media to avoid negative emotions was confirmed in the relationship between attachment anxiety and depression. Third, the mediating effect of per-ceived stress due to COVID-19 was confirmed in the relationship between attachment anxiety and depression. Finally, it was found that the double mediating effect of social media use to avoid perceived stress and negative emotions caused by COVID-19 was significant in the effect of attachment anxiety of college students on depression. \u0000Conclusions Taken together, it was found that college students with attachment anxiety perceived stress caused by COVID-19 higher. In addition, they used social media as a way to avoid negative emotions, which affected depression. This study is meaningful in that it revealed the link between social media use and depression among young people and the psychological mechanism that affects depression among college students in the COVID-19 situation in a situation where face-to-face activities have been reduced and non-face-to-face interpersonal rela-tionships have been recommended.","PeriodicalId":509731,"journal":{"name":"Korean Association For Learner-Centered Curriculum And Instruction","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140974688","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-05-15DOI: 10.22251/jlcci.2024.24.9.561
Dayoung Kwon, Seunghee Kang
Objectives The purposes of this study was to examine the relationship between basic psychological needs and career preparation behavior and verify the mediating effect of intrinsic motivation and self-directed learning. Methods A total of 220 university students majoring in aviation service completed the self-report questionnaires including basic psychological needs, intrinsic motivation, self-directed learning and career preparation behavior and then analyzed through SPSS23 and PROCESS Macro. Model 4 and Model 6 was used to verify the mediating effect and dual mediating effect consecutively and bootstrapping was performed to verify the significance of the mediating effect. Results The results showed statistically significant positive correlations between basic psychological needs, in-trinsic motivation, self-directed learning and career preparation behavior. Additionally, intrinsic motivation and self-directed learning mediated the relationship between basic psychological needs and career preparation be-havior respectively. Finally, the relationship between basic psychological needs and career preparation behavior was sequentially mediated by intrinsic motivation and self-directed learning. Conclusions These findings suggest that intrinsic motivation and self-directed learning may have greater impacts on career preparation behavior than basic psychological needs. Other implications and limitations of this study are discussed, along with suggestions for future studies.
{"title":"The Effects of Basic Psychological Needs on Career Preparation Behavior: Dual Mediating Effects of Intrinsic Motivation and Self-Directed Learning","authors":"Dayoung Kwon, Seunghee Kang","doi":"10.22251/jlcci.2024.24.9.561","DOIUrl":"https://doi.org/10.22251/jlcci.2024.24.9.561","url":null,"abstract":"Objectives The purposes of this study was to examine the relationship between basic psychological needs and career preparation behavior and verify the mediating effect of intrinsic motivation and self-directed learning. \u0000Methods A total of 220 university students majoring in aviation service completed the self-report questionnaires including basic psychological needs, intrinsic motivation, self-directed learning and career preparation behavior and then analyzed through SPSS23 and PROCESS Macro. Model 4 and Model 6 was used to verify the mediating effect and dual mediating effect consecutively and bootstrapping was performed to verify the significance of the mediating effect. \u0000Results The results showed statistically significant positive correlations between basic psychological needs, in-trinsic motivation, self-directed learning and career preparation behavior. Additionally, intrinsic motivation and self-directed learning mediated the relationship between basic psychological needs and career preparation be-havior respectively. Finally, the relationship between basic psychological needs and career preparation behavior was sequentially mediated by intrinsic motivation and self-directed learning. \u0000Conclusions These findings suggest that intrinsic motivation and self-directed learning may have greater impacts on career preparation behavior than basic psychological needs. Other implications and limitations of this study are discussed, along with suggestions for future studies.","PeriodicalId":509731,"journal":{"name":"Korean Association For Learner-Centered Curriculum And Instruction","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140973546","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-05-15DOI: 10.22251/jlcci.2024.24.9.777
Nahyun An, Minsun Sung, Hannah Noh, Woori Choi, Dakwon Kim
Objectives The purposes of this study were to investigate the perceptions and opinions of elementary school stu-dents and parents regarding English immersion education in the context of the EFL environment in Korea, in order to understand the role of English immersion education in promoting natural and autonomous language acquisition. Methods A survey was conducted among elementary school students in grades 3-6 and their parents residing in Gangbuk district, Seoul, to assess their perceptions of English immersion education. Independent sample t-tests were performed to analyze the data. The survey instrument covered various aspects of English immersion education, including general satisfaction, learning styles, academic achievement, and the effectiveness of English language skills. Results The results of this study indicate that both learners and parents showed high satisfaction with English im-mersion education, with no significant differences between the two groups. English immersion education had a positive impact on learners and parents in terms of affective domain, learning style, and general academic achievement. Particularly, parents perceived that English immersion education had a greater effect on enhancing learners' learning interest and confidence. Furthermore, both learners and parents recognized the positive effects of English immersion education on reading, writing, listening, and speaking skills, with differences in perception and effectiveness ranking observed, especially in reading and speaking domains. Both learners and parents showed minimal awareness of the drawbacks of English immersion education. Furthermore, both groups ex-pressed a positive attitude towards the full implementation of English immersion education, recognizing its po-tential to enhance English proficiency and practical communication skills. Conclusions Based on the findings of this study, both learners and parents acknowledge the positive effects of English immersion education, highlighting its potential to enhance students' English proficiency and practical communication skills, thus playing a crucial role in achieving the goals of elementary English education.
目的 本研究旨在调查韩国 EFL 环境下小学生和家长对沉浸式英语教育的看法和意见，以了解沉浸式英语教育在促进自然和自主语言习得方面的作用。方法 对居住在首尔江北区的三至六年级小学生及其家长进行了一项调查，以评估他们对英语浸入式教育的看法。对数据进行了独立样本 t 检验。调查工具涵盖了英语浸入式教育的各个方面，包括总体满意度、学习方式、学业成绩和英语语言技能的有效性。结果 研究结果表明，学习者和家长对英语浸入式教育的满意度都很高，两组之间没有显著差异。英语浸入式教育在情感领域、学习风格和总体学业成绩方面对学习者和家长产生了积极影响。特别是，家长认为英语浸入式教育对提高学习者的学习兴趣和自信心有更大的作用。此外，学习者和家长都认识到英语浸入式教育对阅读、写作、听力和口语技能的积极影响，但在认识和效果排名上存在差异，尤其是在阅读和口语领域。学习者和家长对英语浸入式教育的弊端认识不足。此外，两个群体都对全面实施英语浸入式教育持积极态度，认识到其在提高英语水平和实际交流技能方面的潜力。结论 根据本研究的结果，学习者和家长都承认英语浸入式教育的积极作用，强调其在提高学生的英语水平和实际交际能力方面的潜力，从而在实现小学英语教育目标方面发挥关键作用。
{"title":"A Comparative Study on the Perceptions of Learners and Parents on Elementary English Immersion Education: Focusing on A Elementary School in Seoul","authors":"Nahyun An, Minsun Sung, Hannah Noh, Woori Choi, Dakwon Kim","doi":"10.22251/jlcci.2024.24.9.777","DOIUrl":"https://doi.org/10.22251/jlcci.2024.24.9.777","url":null,"abstract":"Objectives The purposes of this study were to investigate the perceptions and opinions of elementary school stu-dents and parents regarding English immersion education in the context of the EFL environment in Korea, in order to understand the role of English immersion education in promoting natural and autonomous language acquisition. \u0000Methods A survey was conducted among elementary school students in grades 3-6 and their parents residing in Gangbuk district, Seoul, to assess their perceptions of English immersion education. Independent sample t-tests were performed to analyze the data. The survey instrument covered various aspects of English immersion education, including general satisfaction, learning styles, academic achievement, and the effectiveness of English language skills. \u0000Results The results of this study indicate that both learners and parents showed high satisfaction with English im-mersion education, with no significant differences between the two groups. English immersion education had a positive impact on learners and parents in terms of affective domain, learning style, and general academic achievement. Particularly, parents perceived that English immersion education had a greater effect on enhancing learners' learning interest and confidence. Furthermore, both learners and parents recognized the positive effects of English immersion education on reading, writing, listening, and speaking skills, with differences in perception and effectiveness ranking observed, especially in reading and speaking domains. Both learners and parents showed minimal awareness of the drawbacks of English immersion education. Furthermore, both groups ex-pressed a positive attitude towards the full implementation of English immersion education, recognizing its po-tential to enhance English proficiency and practical communication skills. \u0000Conclusions Based on the findings of this study, both learners and parents acknowledge the positive effects of English immersion education, highlighting its potential to enhance students' English proficiency and practical communication skills, thus playing a crucial role in achieving the goals of elementary English education.","PeriodicalId":509731,"journal":{"name":"Korean Association For Learner-Centered Curriculum And Instruction","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140976127","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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