Effects of an educational game with a situated learning strategy on Korean students` English writing abilities

Walter Foreman,Soojeong Lee,Myeongseok Ko,Sangchul Bae,Sanghoon Han 한국산학기술학회 2012 SmartCR Vol.2 No.5

The purpose of this study was to determine the effect of an educational game with a situated learning strategy on the writing abilities of Korean elementary school students. With regard to writing abilities, this study focuses on the accuracy and fluency of English writing. Two research questions in this study are as follows: 1) Is there a significant difference in the English writing accuracy between an educational game group with a situated learning strategy and one without it? 2) Is there a significant difference in the English writing fluency between an educational game group with a situated learning strategy and one without it? This study used quantitative methods to evaluate the use of situated and non-situated learning strategies with an educational game. The research findings are as follows: First, there was no statistically significant difference between the experimental and control groups in the English writing accuracy test. Second, there was a statistically significant difference between the experimental and the control groups in the English writing fluency test. In sum, when an educational game is more situated, it can increase English writing fluency in elementary English writing. Thus, an educational game in elementary English with a situated learning strategy offers benefits for the growth of English writing fluency.

집중 튜터링과 기숙사 튜터링이 대학생의 수학 과목 성적 증진에 미치는 영향

정경미,김민제,구유영,고철기,김동호,김수정 이화여자대학교 교과교육연구소 2016 교과교육학연구 Vol.20 No.6

The range of capability of academic accomplishment of students is growing wide due to the enhanced variety of college entrance processes and increased number of foreign students. Therefore, there are various trials of assisting students’ academic performances. Tutoring is one of the most common methods of assisting students for academic performances, yet the number of studies to verify the effectiveness of tutoring program is limited. The current study was designed to investigate the effectiveness of intensive tutoring program and house tutoring program, which were provided to freshmen students of the College of Science, the College of Engineering, the College of Life and Biotechnology. The participants of current study were students who received a grade under D+ in their math course. Among them, 30 students were enlisted to the intensive tutoring program, 13 students were enlisted to the house tutoring program, and 30 students did not receive any kind of tutoring program. The current research provided the tutoring program for a semester, and then compared the academic performance of students in intense tutoring group, the house tutoring group and the control group. In addition, it compared the percentage of students who received a grade above B+ in the Fall semester of 2015 to the students in the three different groups. The result revealed that the academic performance of intensive tutoring group significantly increased after participating in the program, while the performance of the house tutoring group and the control group did not. In addition, 52% in the intensive tutoring group, 13% in the house tutoring group, and only 2% in the control group received a grade above B+ in Fall semester of 2015. The results suggest that intensive tutoring, which is organized, systematic, and has low tutor to tutee ratio, is effective in improving the academic performance of college students. The house tutoring program is also found to be effective, but the size of the effect is relatively small compared to the intensive tutoring program. The implication for the research and the limitations are discussed further. 대학 전형의 다양화와 외국인 학생 수의 증가에 따라 대학에서 학생들의 학업수행 능력 수준의 범위가 넓어졌고, 이로 인해 학생들의 학업을 돕기 위한 다양한 시도가 이루어지고 있다. 튜터링은 일반적인 학습 지원 방법 중 하나이나 대학에서 다양한 형태의 튜터링의 효과성에 대한 검증은 제한된다. 본 연구는 서울 시내에 위치한 1개 대학에서 이과대/공과대/생명시스템대 1학년에게 제공되었던 집중 튜터링과 기숙사 튜터링의 효과성을 검증하기 위해 수행되었다. 연구 참가자는 이전 학기 수학 과목 성적이 D+ 이하로 집중 튜터링에 참여한 학생들 30명, 기숙사 튜터링에 참여한 학생들 13명, 그리고 튜터링을 받지 않았던 학생들 30명이었다. 본 연구에서는 한 학기동안 튜터링을 제공하고 이들의 전후 성적과 B+ 이상의 성적을 받은 학생의 비율을 비교하였다. 연구 결과, 집중 튜터링은 대조 집단에 비해 유의하게 성적을 향상시켰으나, 기숙사 튜터링 집단은 대조 집단에 비해 유의미한 성적의 변화는 없었다. 2015학년도 2학기에 B+ 이상의 성적을 받은 학생들의 비율을 조사한 결과, 집중 튜터링은 52%, 기숙사 튜터링은 23%, 그리고 대조 집단은 2%에 불과하였다. 본 연구 결과는 낮은 튜터:튜티 비율로 조직적이고 체계적으로 튜터링이 제공된 집중 튜터링이 대학에서 이과대, 공과대 및 생명시스템대 학생들의 수학성적을 향상시키는 데 효과적임을 보여주었다. 기숙사 튜터링 역시 수학 과목의 학업수행을 향상시켰으나, 그 효과는 집중 튜터링보다 상대적으로 적다. 연구적 함의 및 임상적 함의가 추가되었다.

교육재정과 학교특성이 학업성취도에 미치는 영향

임천순(Ihm, Chon-Sun),고장완(Ko, Jang-Wan),김진영(Kim, Jin-Yeong),이광현(Lee, Kwang-hyun),이수정(Lee, Soojeong) 한국교육재정경제학회 2011 敎育財政 經濟硏究 Vol.20 No.4

본 연구는 교육투입요소와 학교교육과정, 그리고 성과자료를 이용하여 학교교육의 효과를 분석함으로써 학교교육 향상을 위한 시사점을 도출하는 데 있다. 이를 위해 초등학교와 중등학교를 대상으로 학교의 기본 특성과 교육재정변인들이 학업성취도에 미치는 영향을 분석하였다. 연구 대상 학교는 에듀데이타에 나와 있는 2,252개 학교를 대상으로 하였으며, 중다회귀분석을 사용하여 분석하였다. 연구결과 초등학교의 경우, 학교특성관련 변수에서 정책적으로 많이 이슈가 되어온 학급규모는 일정정도 효과가 존재하는 것으로 나타났다. 즉 학급규모가 감소할수록 보통학력이상 비율이 영어와 수학과목에서 증가하는 것으로 나타나고 있다. 한편 읍면도서벽지지역이 비강남서울과 중소도시 대도시 등에 비해서 성취도 차이가 없는 것으로 나타났으며, 교사변수들은 여교사비율만이 통계적으로 유의하게 국어, 영어, 수학 세 과목에서 모두 보통학력이상 비율을 높이는 것으로 나타났다. 또한 중등학교의 경우, 기존의 많은 학교효과 연구에서 입증된 바와 같이, 이 연구에서도 학교의 학업성과(성취도)에 미치는 학교 배경 변수의 영향력은 지대한 것으로 나타났다. 특히, 고등학교간 학업성취도 격차는 학생선발의 효과에 의해 많은 부분 설명되고 있음을 발견할 수 있었다. 한편, 학교의 ‘투입자원’, 곧 교육재정 및 시설, 인적 자원의 학업성취도에 대한 영향력에 있어서는 고등학교에서는 모든 과목에서 대체로 정적 영향이 확인된 것에 비해, 중학교에서는 일부 과목에서만 통계적 유의성이 확인되었고 오히려 부적 영향이 있는 경우도 발견되었다. The purpose of this study was to examine the school effects on students achievement using nation-wide EduData provided by Korea Education and Research Information Service(KERIS), which is the database system integrating NEIS and EduFine and national level student achievement data. The sample was 2,252 elementary and secondary schools. The results of this study showed that class size, one of controversial issues for past several decade, is positively affecting students’ English and Mathematics achievement at the elementary school level. In addition, school characteristics also affect students academic achievement at high school level. However, school resources, including financial inputs for facilities and educational expenditure per student are positively related to student achievement in all subjects at the high school level. Some of these variables negatively affect students achievement at the middle school level.

Sodium-Glucose Cotransporter-2 Inhibitor-Related Diabetic Ketoacidosis: Accuracy Verification of Operational Definition

Kang Dong Yoon,Kim Hyunah,Ko SooJeong,Kim HyungMin,Shinn Jiwon,Kang Min-Gyu,Byeon Sun-ju,Choi Jeong-Hee,Shin Soo-Yong,Kim Hun-Sung 대한의학회 2022 Journal of Korean medical science Vol.37 No.7

Background: The most important aspect of a retrospective cohort study is the operational definition (OP) of the disease. We developed a detailed OP for the detection of sodiumglucose cotransporter-2 inhibitors (SGLT2i) related to diabetic ketoacidosis (DKA). The OP was systemically verified and analyzed. Methods: All patients prescribed SGLT2i at four university hospitals were enrolled in this experiment. A DKA diagnostic algorithm was created and distributed to each hospital; subsequently, the number of SGLT2i-related DKAs was confirmed. Then, the algorithm functionality was verified through manual chart reviews by an endocrinologist using the same OP. Results: A total of 8,958 patients were initially prescribed SGLT2i. According to the algorithm, 0.18% (16/8,958) were confirmed to have SGLT2i-related DKA. However, based on manual chart reviews of these 16 cases, there was only one case of SGLT2i-related DKA (positive predictive value = 6.3%). Even after repeatedly narrowing the diagnosis range of the algorithm, the effect of a positive predictive value was insignificant (6.3–10.0%, P > 0.999). Conclusion: Owing to the nature of electronic medical record data, we could not create an algorithm that clearly differentiates SGLT2i-related DKA despite repeated attempts. In all retrospective studies, a portion of the samples should be randomly selected to confirm the accuracy of the OP through chart review. In retrospective cohort studies in which chart review is not possible, it will be difficult to guarantee the reliability of the results.

YBCO coated conductor with a single buffer layer of Yttrium Oxide

Chan Park,Dongqi Shi,Kyujeong Song,Rokkil Ko,Soojeong Choi,Sang-Im Yoo 한국초전도저온학회 (구 한국초전도저온공학회) 2003 한국초전도저온공학회논문지 Vol.5 No.3