• Journal of Fisheries and Marine Sciences Education
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• v.27 no.5
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• pp.1436-1446
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• 2015

This study aims to understand how scuba diving instructors' expertise, instructor reliability and instruction efficiency are related to each other. In order to achieve the research goal, the study used a multi-stage stratified cluster sampling method and collected valid samples from 400 individuals at age of 20 and older who were scuba diving in scuba diving clubs in Busan, Gyeongnam, Gyeongbuk, Jeonnam and Jeonbuk. The 400 valid samples were applied to the data analysis. The study used SPSS 21.0 for processing the gathered data via a frequency analysis, a reliability analysis and a correlation analysis and in order to verify the hypotheses, the study applied AMOS 21.0 and conducted a confirmatory factor analysis and a structure equation model analysis. Findings that the study had extracted are summarized as follows. First, the study confirmed that the scuba diving instructors' expertise has a positive effect on the instructor reliability. Second, the scuba diving instructors' expertise was reported to positively influence the instruction efficiency. Third, the results revealed that the scuba diving club members' reliability in the instructors has a positive influence on the instruction efficiency.

• Education of Primary School Mathematics
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• v.27 no.2
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• pp.173-185
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• 2024

Mathematics is a subject that is closely related to ensuring basic academic abilities. As the importance of basic academic abilities has emerged recently, various policies and programs have been implemented to ensure basic academic abilities in mathematics. In this study, we extracted the programs related to mathematics from the Implementation Plans of the Basic Academic Abilities Guarantee of 17 city and provincial education departments and analyzed the actual status of the programs. We divided the programs into diagnosis and support. Regarding diagnosis, we analyzed what types of diagnostic tools are used, who chooses diagnostic tools, who is diagnosed, and when students are diagnosed. Regarding support, we classified it as in-class, in-school, and out-of-school support, and further analyzed the type of the learning support program and the expertise of the instructor. The results of this study showed that there was room for improvement in the timing of diagnosis and diagnostic expertise. This study also found the problems with the lack of preventive programs, ensuring teacher expertise, and support for dyscalculia. This study is expected to contribute to the implementation of programs to ensure basic academic abilities in mathematics and to promote research on basic academic abilities in mathematics education.

• Women's Health Nursing
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• v.27 no.4
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• pp.388-404
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• 2021

Purpose: The purpose of this study was to examine the effects of team-based learning (TBL) on nursing students' communication ability, problem-solving ability, self-directed learning, and nursing knowledge related to high-risk pregnancy nursing. Methods: This quasi-experimental study used a nonequivalent control group pretest-posttest design. The participants were 91 nursing students allocated to an experimental group (n=45) and a control group (n=46). The experimental group received TBL lectures three times over the course of 3 weeks (100 minutes weekly) and the control group received instructor-centered lectures three times over the course of 3 weeks (100 minutes weekly). Data were collected by questionnaires from September to November, 2019. Data were analyzed using the chi-square test, paired t-test, and independent t-test. Results: After the intervention, the mean scores of problem-solving ability (t=-2.59, p=.011), self-directed learning (t=4.30, p<.001), and nursing knowledge (t=3.18, p=.002) were significantly higher in the experimental group than in the control group. No significant difference in communication ability was found between the experimental and control group (t=1.38, p=.171) Conclusion: The TBL program was effective for improving nursing students' problem-solving ability, self-directed learning, and nursing knowledge. Thus, TBL can be considered an effective teaching and learning method that can improve the learning outcomes of high-risk pregnancy nursing in women's health nursing classes. The findings suggest that TBL will be helpful for future nursing students to develop the nursing expertise necessary for providing nursing care to high-risk pregnant women.