Earticle

이 연구에서는 서울 소재 A대학 경제학과에서 개설된 전공수업인 B과목에 대하여 통상적인 대 면수업을 수강한 2019년 학생들과 온라인 수업을 수강했던 2020년 학생들의 학업 성취도를 비교 분 석하였다. 두 번의 수업 모두 동일한 교수자가 동일한 교재로 동일한 내용과 범위 및 진도로 수업 을 진행하였으며, 시험은 두 수업 모두 강의실에서 오프라인으로 실시하였다. 학업 성취도는 시험 성적으로 측정하였으며, 시험 성적은 동일한 문제에 대하여 동일한 채점기준표에 의하여 평가하였 다. 따라서 2019년의 결과와 2020년의 결과는 오로지 대면수업과 온라인 수업이라는 수업 방식만이 차이가 있다. 두 수업 방식을 비교한 결과는 다음과 같다. 첫째, 동일한 수업 방식 내에서는 학과별, 학년별 학 업 성취도의 차이가 없다. 둘째, 대면수업보다 온라인 수업을 수강한 학생들의 성적이 하락하였다. 이는 동일 전공 내에서의 비교와 동일 학년 내에서의 비교 모두 그러하다. 셋째, 대면수업과 온라인 수업이라는 처리효과를 학과별, 학년별로 고려하는 경우 수업 방식에 따른 성적 차이는 고학년일수 록, 전공학과 학생일수록 통계적으로 더 유의한 것으로 나타났다. 이상의 실증적 결과는 적어도 경 제학을 비롯한 전통적인 상경계열 교육에서 향후 포스트 코로나 시대에 온라인 수업이 대면수업의 대체재가 되기 위해서는 학업 성취도 제고를 위하여 보다 정교한 온라인 수업 방식이 마련될 필요 가 있음을 시사한다.

A test scores of subject B which had opened at A university in academic year of 2019 and 2020 are empirically compared The subject B was taught by same professor with same materials, but only teaching environment differs; in-classroom face-to-face learning vs on-line cyber learning. The aim of this research is to prove which teaching method is superior or inferior in aspect to academic achievement represented by test score. Dummies of majority, grade and teaching format and their interaction terms to investigate treatment effect are included in OLS regression model. The empirical results of this paper are; first, the student’s test score of on-line teaching is lower than that of in-class face-to-face teaching. Second, the senior student’s grade is, the larger difference of test score is. Third, the difference of test score of the student who is in major department is larger that non-major’s. Overall it is hardly say that the on-line teaching is perfect substitute to in-class face-to-face teaching for academic achievement.

Teaching English syntax that a “creative problem-solving process” is necessary should first be done by examining inductive data. Learners develop assumptions and present real problems and work together to find and provide a better solutions. What this course seeks is to raise questions about the incomplete, insufficient, or disproportionate information and redefine the problems, which shows that it is significant to apply problem based learning (PBL). Seventy students who took the class of English syntax participated in this research. The English syntax class is divided into non-PBL Class 1 consisting of 26 students and PBL Class 2 consisting of 34 students. The test class was not known to the students in advance. “Understanding English Linguistics” open to the sophomore year is a required subject for taking this course. The total of 8 transfer students who were evenly distributed into the two classes did not take the compulsory subject. We need to note that the scores of the lecture evaluation and the test of the PBL class are both higher than those of the lecture evaluation and the test of the non-PBL class. The application of PBL has affected students’ satisfaction with their lectures, which has been reflected back to an improvement in their examination.

The purpose of this study is to examine and analyze the social representation of English test, English score, English teacher and English class among Korean elementary school students. A total of 497 elementary school students (male=251, female=246) completed an open-ended questionnaire developed by Park (2010). The results are as follows. First, as for the social representation of English test, majority listed Easy, followed by Dislike, English study and Difficulty. Whereas majority of students who marked highest and high scores listed Easy, many of the students who scored mid-to-low scores listed Dislike. Second, as for English score, majority listed Good (61.5%), followed by Burdened and Average. Third, as for English teacher, Like listed the highest, followed by Dislike, Teach, Average, and English class. Majority of female students and students with highest scores responded Like, whereas majority of male and students with mid-to-low scores listed Dislike, Fourth, as for the social representation of English class, Interesting listed the highest followed by Diverse teaching method, Like and Boring, Majority of students with the highest scores responded Interesting, whereas majority of students with mid-to-low scores listed Dislike.

This study was carried out to evaluate sensitivity, specificity, and test cutoff score to predict cardiorespiratory fitness by using the 2-min step test (2MST) in patients with type 2 diabetes mellites (DM). The associa-tion of the 2MST and physical fitness tests including a 6-min walk test (6MWT), a 5 time sit-to-stand test (FTSST), and leg strength in the form of a leg performance test were also investigated. This study was cross-sectional and conducted in 100 type 2 DM patients. Patients were screened through health questionnaires, medical illness, general char-acteristics, and physical fitness tests; 2MST, 6MWT, FTSST, and leg strength. Blood was collected for assessment of fasting blood sugar and lipid profiles. The number of steps in the 2MST was positively cor-related with the distance of the 6MWT (r=0.6995, P<0.0001) and leg strength (r=0.4292, P<0.0001). 2MST was negatively correlated with time to perform the FTSST (r=-0.405, P<0.0001). Moreover, this study established the optimal cutoff score of the 2MST at ≤61 steps with 92.24% sensitivity, and 81.36% specificity to predict cardiorespiratory fitness in type 2 DM patients. Our findings indicate that the 2MST may be used as a predictor for walking capacity, leg strength, and ability to change position from sitting to standing in type 2 DM. In addition, this result may imply that patients with type 2 DM performing the 2MST at less than 61 steps was significantly associated with decreased cardio-respiratory fitness.

이 연구는 창의성이 과학영재아의 선발과정과 그 이후의 선별과정에서 어느 정도의 중요성을 갖는가를 살펴볼 목적으로 수행하였다. 연구의 대상은 00대학교 과학영재교육원 중등과정 선발 시험에 응시한 245명의 학생들이다. 판별분석의 예측변인은 선발고사에서 사용된 수학, 과학, 그리고 창의성 검사 점수를 이용하였다. 기초과정의 선발고사에서는 과학 성적이 판별함수에 가장 큰 영향을 주고 있고, 이어서 수학성적, 창의성 성적의 순으로 판별함수에 영향을 주고 있다(판별력 : 83.7%). 심화과정으로 선별되기 위해서는 여전히 과학 성적이 중요한 역할을 하였으며 수학과 창의성은 비슷한 수준을 나타냈다(판별력 : 78.8%). 사사과정에 선별되기 위해서는 수학 성적이 중요한 역할을 하였으며 이어서 창의성과 과학 성적의 순으로 판별함수에 영향을 주고 있다(판별력 : 87.3%). 즉, 영재학생들이 최종 사사교육과정에 남기 위해서는 예측 변인들 중 창의성이 두 번째로 중요한 역할을 하고 있다. 그렇지만 사사교육과정으로 올수록 이들 세 예측변인의 영향력은 감소하는 경향을 보이는 것으로 보아 최종 선별과정에 세 예측변인들 외에 다양한 변인들이 영향을 주고 있음을 의미한다고 볼 수 있다.

The purpose of this study was to analyse the roles of creativity score in selection of scientifically gifted students and in their promotion to advanced class. The data was sampled from 245 middle school students that applied for entrance to Science Education Institute for the Gifted, Chonbuk National University, Korea. In this study, the predictive variables of discriminant function analysis are the mathematics scores, science scores, creativity scores that attained in their picking out test. In the picking out test of basic class, the science scores had the most influence on the discriminant function, and the mathematics scores ware second, followed by creativity scores(hit ratio : 83.7%). The science scores played a primary role in selection of enriching class students, and the mathematics scores affected it about the same as creativity scores(hit ratio : 78.8%). The mathematics scores played the most role in the selection of mentorship class, and the creativity scores was second, followed by science scores(hit ratio : 87.3%). Consequently, the creativity scores played a secondary role in to be picked for the mentorship class eventually. By the way, the influence of three predictive variables had a tendency to decrease as their promotion to advanced class. This means that more variables had an influence on selection of scientifically gifted students.

본 연구는 대학생 학습자들이 TOEIC 듣기평가에서 사용하였던 듣기전략의 남녀별 사용정도 의 차이를 살펴보았다. 이를 위하여 연구의 설문을 Bacon(1990)의 듣기학습전략을 참고로 하 고, Oxford(1990)의 듣기학습전략 중, TOEIC 듣기전략에 알맞은 28개의 항목으로 구성하였다. 설문을 2015년도에 모의 TOEIC을 치른 대학생 107명(남학생 25명과 여학생 82명)을 대상으로 설문을 실시하였다. SPSS(Statistical Package for the Social Science) 23 프로그램을 이용하여 대학생 남녀별 듣기전략의 사용정도 차이를 살펴보기 위하여 빈도분석을 구하였고 평균비교를 위해 평균과 표준편차를 구하였다. 그리고 TOEIC 성취도 집단 간의 평균의 차이를 검증하기 위하여 t-test(검증)를 실시하였다. 28개 항목에 대하여 기억전략, 인지전략, 보상전략, 상위인 지전략 그리고 정의적 전략 모두에서 상위집단과 하위집단을 가리지 않고 남자의 듣기전략별 사용정도가 여자보다 상대적으로 높았지만, 전략별 선호도의 순서도 비슷하였다. 다만 세부적 전략별로 남녀 간의 선호도의 차이가 있었고, 정의적 전략의 경우에는 하위집단에서 여자의 사 용정도가 남자보다 높았다.

The purpose of this study was to examine the amount of English listening strategies used of female and male students in TOEIC listening test based on TOEIC listening score. Data were collected from 107 Korean college students who took TOEIC test in 2015, and a questionnaire was used as the tool for this study. The major findings of this study include: First, male students used more memory, cognitive, compensation, metacognitive and affective strategies than female students did without regardless of achievement group. Second, the preference of female and male students was similar in memory, cognitive, compensation, metacognitive and affective strategies use, but there were a little differences in the use of each strategy. Third, female students preferred to use ‘To listen with making an underline or a mark’in the use of cognitive strategies, Forth, female students of the low level group used more compensation strategies. Fifth, in the high level group, male students preferred to use ‘To try to focus on what they are listening’and ‘To listen with focusing on the details such as time, place and number’, but female students preferred to use ‘To guess next contents with looking over picture or passage’ and ‘To listen with focusing on repeated words and expressions’in the use of metacognitive strategies. Female students of the low level group used more ‘To try to listen with changing the focal points according to listening objectives’in the use of metacognitive strategies. Lastly, female students used more ‘To listen what is difficult to listen without paying attention to’and ‘To try to feel comfortable with decreasing tension and fear’in the use of affective strategies.