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陳渭敎,崔圭麟 慶北大學校 1990 論文集 Vol.49 No.-
The purpose of this study was to investigate the effects of instructional delivery strategies, that is , program control, learner control, audio-tutorial instruction, according to the types of sensory modality, that is, auditory versus visual modality, on learning. The specific research problems of this study were: (1) Is there any significant difference between preferred sensory modality groups? (2) Is there any significant difference betwwen CAI and A-TI groups? (3) Is there any significant interactive effects between preferred sensory modality and instructional delivery strategies? The three hypotheses tested were: (1) There is no difference between visual modality preferred group and auditory modality preferred group on academic achievement. (2) There is no difference among instructional delivery strategies on academic achievement. (3) There is no interactive effect between the types of preferred sensory modality and instructional delivery strategies. The subjects in this study were 120 juniors selected by sensory modality checklist. They were randomly assigned to one of six groups: (1) Program control group with visual modality: (2) Program control group with auditory modality: (3) Learner control group with visual modality; (4) Learner control group with auditory modality; (5) Audio-tutorial instruction group with visual modality; and (6) Audio-tutorial instruction group with auditory modality. The independent variables were types of sensory modality and instructional strategies. The dependent variable was the academic achievement scores on the posttest. Based on the achievement scores, 3×2 ANCOVA(covariate: English grades of the first semester) technique was applied. The main findings of this study were as follows: 1. There was no difference between visual modality preferred group and auditory modality preferred group in academic achievement scores. 2. There was no difference among learner control, program control, and audio-tutorial instruction group in academic achievement scores. 3. There was no interactive effects between types of preferred sensory modality and instructional delivery strategies.
정병삼 ( Byong Sam Jung ),최규린 ( Kyu Rin Choi ) 대경교육학회(구 우리교육학회) 2011 교육학논총 Vol.32 No.1
이 연구는 한국대학생들의 학교애착척도를 개발하고 타당화하려는 목적으로 수행되었다. 연구목적을 달성하기위해 선행연구를 바탕으로 30문항을 개발하였고, 경북지방에 위치한 K 대학교 학생 510명을 표집하여 질문지를 시행했고, 총 486부의 유효한 응답자료가 분석에 사용되었다. 자료분석은 탐색적 요인분석과 확인적 요인분석을 실시했고, 예측타당도 분석을 위해 회귀분석을 실시했다. 탐색적 요인분석결과 유지, 참여, 사회화 등 세 가지 요인이 추출되었고, 요인들은 총 변량의 41.28%를 설명했다. 확인적 요인분석결과 세 요인들은 표본 공변량행렬구조를 설명하기에 적합하고 안정적인 것으로 나타났다. 세 요인들은 대학생들의 학업성취변량을 유의미하게 예측했고, 평점평균 변량의 32.7%를 설명했다. 또한 세 요인들 은 지능, 수능점수 등 인지적 요인을 통제했을 때도 유의미하게 학업성취를 예측했고, 15.4%의 변량을 추가적으로 설명했다. This study is intended to develop and validate a questionnaire to assess Korean college students` institutional attachment. To accomplish this objective, 30 items were developed based on literature reviews. Five hundred and ten college students at K University were sampled for the pretest and the developed questionnaires were administered to the subjects. About 486 effective questionnaires were collected and the data were analyzed in SPSS 12.0 for exploratory factor analyses and in LISREL 8.8 for confirmatory factor analyses. The result of the exploratory factor analyses revealed three latent factors among the 30 items: Retention, Involvement, and Socialization. Three latent factors accounted for 41.28% of variance in 30 items. The result of the confirmatory factor analysis indicated that the three latent factors are stable and appropriate to explain the sample covariance matrix structure. The three latent factors significantly predict students` GPA and about 12.7% of variance in the college students` GPA was accounted for by the three factors. The three latent factors were still significant predictors of college students` academic achievement over and above IQ and SAT score.