Class Participation Behaviors Research Articles

원격대학 군인 성인학습자의 ‘유연한 온라인수업(On-Flex Teaching)’ 환경에서 학생참여 및 학업성취 분석

In this study, we designed a flexible online teaching environment (On-Flex Teaching) that allows military adult learners, who have greater difficulties in securing study time regularly than ordinary office workers, to participate in their studies on their own initiative. Their academic participation and academic performance were analyzed through analysis of variance and mediation model analysis. As a result of the analysis, in a flexible online learning environment, the group that implemented the pre-study plan performed more learning activities such as downloading lesson plans, answering class questions, and self-evaluation and had higher academic achievement scores than the group that did not follow the plan. Students who performed flexible, self-directed learning activities by flexibly changing the exam time to suit their own circumstances showed higher academic achievement scores through downloading lesson plans and self-evaluation than the group that followed a prior evaluation plan. In addition, as a result of analyzing the mediation model to determine whether the level of self-directed student participation influences the relationship between the degree of implementation of prior study plans and academic achievement, the results showed that establishing study plans increased self-evaluation scores (p<.001) and downloading lesson plans by increasing the number (p<.05), it was found to have a statistically significant positive effect on the total score. Through these results, this study shows that a self-directed, flexible online teaching environment that enables self-directed learning for military adult learners increases students' class participation behavior, As a result, the significance can be found in the fact that major factors that have a positive impact on academic achievement were identified.

VSD를 활용한 협력적 팀 중심의 AAC 중재가 자폐 범주성 장애 초등학생의 통합학급 수업참여도 및 의사소통 행동에 미치는 영향

Objectives This study aimed to investigate the effects of a collaborative AAC intervention using VSD on integrated class participation and communication behaviors of elementary students with autism spectrum disorder.
 Methods The study participant was one elementary school student with autism spectrum disorder with complex communication needs. The tool for intervention and support plans were established through demand analysis for intervention development and diagnosis for AAC application. The independent variable was the application of cooperative VSD-based AAC intervention, and cooperative team members provided intervention at each intervention places(home, special class, integrated class).
 Results Firstly, there was an increase in desirable classroom behaviors and a decrease in undesirable classroom behaviors in the inclusive classroom participation. Secondly, positive changes were observed through interviews with participating members, including the participant's enjoyment of communication, reduction in problem behaviors, increase in spontaneous participation, increase in behaviors and speech with communication intent, and increase in expressible vocabulary. Changes in the perceptions of the participant's peers and surrounding individuals in the inclusive classroom were also observed.
 Conclusions This study holds significance as the first domestic research utilizing VSD in AAC intervention, enabling students to actively participate in class, supporting interactions peers without disability, facilitating communication with various individuals in diverse environments, allowing students to independently request a tablet PC or create VSD boards, and effectively linking individualized education objectives with the AAC intervention.

태블릿 PC를 이용한 자기관리전략이 지적장애 초등학생의 수업 참여 행동에 미치는 영향*

The purpose of this study was to investigate the effect of self-management strategies using tablet pc on class participation behaviors of elementary school with intellectual disabilities. The subjects of the study were 3 elementary school students with intellectual disabilities enrolled in special classes at general schools, and the target behavior was class participation behavior defined as attention-concentration and task performance behavior. As an independent variable, a self-management strategy which included self-monitoring, self-evaluation, and selecting reinforcers was applied using a tablet PC and a smart watch. Multiple baseline across participants design was used for the research design. The study was carried out in the order of baseline, intervention and maintenance. Class participation behavior was measured using a whole interval recording and accuracy of task performance, event recording. The intervention was conducted during literacy classes and generalization of the behavior change was tested during math classes. As a result of the study, the incidence of class participation behavior and accuracy of the task performance increased. The intervention effect was maintained even after the intervention was terminated and generalized.

SDGs 기반 STEAM 프로그램이 학습부진학생의 수업참여행동과 수업방해행동 및 과학학업성취도에 미치는 효과

The purpose of his study was to study the effect of the SDGs-based STEAM program on the class participation behavior, class interference behavior, and science academic achievement of students with underachievers. The subject of this study was three underachievers in B middle school selected by convencience target sampling, and the experiment was conducted in the baseline, intervention, and maintenance stages by multiple baseline design across subjects among the single target research methods. The effect on scientific achievement was examined by conducting pre-tests. Classes applied to the SDGs-based STEAM program were conducted four times a week for a total of 12 weeks, and each session was conducted for 45 minutes during each science class and science-related topic selection time. The results were as follows. First, the SDGs-based STEAM programs showed a positive effect on the underachiever's participation in the class, and the total incidence of the undertaking's participation on the participant was increased and the intervention effect was maintained. Second, the STEAM program based on SDGs had a positive effect on reducing the incidence of class disturbance behaviors of underachievers. Third, the STEAM program based on SDGs had a positive effect on improving the academic achievement of underachievers. After the intervention of the SDGs-based STEAM program. The above findings suggest that the SDGs-based STEAM program should be applied to science-centered curriculum classes of under-achieved students because the SDGs-based STEAM program has a positive effect on students' learning behavior, class obstacle behavior, and science achievement.

Effects of Psychomotricity with Enhanced Experience on the Class Participation & Social Behaviors and Perceptual-Motor Abilities of a Young Child with a Visual Impairment

Effects of Psychomotricity with Enhanced Experience on the Class Participation & Social Behaviors and Perceptual-Motor Abilities of a Young Child with a Visual Impairment

그림상징을 활용한 이야기 읽기 활동 중재가 초등학교 저학년 발달장애학생의 철자지식과 수업참여행동에 미치는 영향

배경 및 목적: 본 연구에서는 그림상징을 활용한 이야기 활동 중재가 초등학교 저학년 발달장애학생의 철자지식과 수업참여행동에 미치는 영향과 그림이 없는 이야기와 다른 구조의 설명문에도 일반화가 되는지 알아보고자 하였다. 방법: 일반초등학교 재학중인 발달장애학생 3명을 대상으로 연구를 실시하였으며, 연구 설계는 대상자간 중다 간헐적 기초선 설계로 기초선, 중재, 일반화로 진행되었다. 중재에 사용된 그림책은 국가수군의 교육과정과 학교수준의 교육과정에 수록된 그림책 중에서 선정하였으며, 선정된 그림책의 이야기에서 5개의 목표단어를 선정하여 주2회 30분씩 중재하였다. 다음회기 시작 10분전 철자지식 평가를 실시하여 각 학생이 연속 3회기 동안 40점 이상 3회기 연속 도달하고, 수업참여행동 발생률이 85%이상일 때 중재를 종료하였다. 중재를 종료한 이후 중재 효과가 다른 구조의 글(설명문)에도 일반화되는 지 확인하기 위해 총 3회기에 걸쳐 일반화를 평가하였다. 결과: 3명의 발달장애학생 모두 철자지식과 수업참여행동이 향상되었으며, 다른 구조의 설명문에도 일반화된 것으로 나타났다. 논의 및 결론: 이러한 연구결과를 토대로 학교현장에서 발달장애학생들의 철자지식과 수업참여행동 향상을 위해 그림상징을 활용한 다양한 교수・학습 자료가 개발되어야 할 것이다.

감각활동과 연계한 그림동화 읽기 중재가 발달지체유아의 수업참여 행동에 미치는 영향*

The purpose of this study is to investigate the effects of reading a picture fairy tale associated with sensory activities on class participation behaviors of young children with developmental delay. The study was a single-subject study and was conducted with three young children with developmental delay who were enrolled in kindergarten using the AB design. Among the children’s participation in class, the target behavior type was decided to focus on attention and follow the teacher’s instructions, and the target behavior that occurred for 10 minutes was filmed by partial-interval recording of the target child’s behavior. As a result of the study, the incidence of attention span among their participation behaviors in class increased after intervention. Also, the incidence rate of following teacher’s instruction increased after intervention as well. Furthermore, the incidence of attention span and following the teacher’s instruction remained constant even after intervention. The results of this study had positive effects on the increase and maintenance of participation behaviors in class of young children with developmental delay, and led to a positive change by using sensory stimulation media differentiated from studies related to reading standard picture books.

Beyond instrumentalism? An instructional project using communicative learning in management accounting

There is a significant body of evidence indicating that accounting undergraduate students adopt an instrumentalist approach to learning. This paper describes an instructional project that develops an activity designed to encourage these skills on a final year management accounting course. The activity uses communicative learning pedagogies, adopting an explicit consideration of the role of hermeneutics in approaching case study materials in class. The outcomes of the activity are described, including impact on student engagement, class participation and subsequent student behavior. The paper concludes with a reflective discussion of the consequences of using the activity and its implications for addressing instrumentalist approaches to learning.

학년차원의 긍정적행동지원이 지적장애 초등학생의 수업참여행동에 미치는 효과

The purpose of this study was to investigate the effect of grade-wide positive behavior support on the in-class participation behavior of elementary school students with intellectual disabilities. For this purpose, grade-wide positive behavior support was provided for third grade students, including two students with intellectual disabilities, in elementary school “S”. Grade-wide positive behavior support interventions were provided to all students, with universal support for all third-grade students, small group support for some, and individual support for two students with intellectual disabilities. A research hypothesis was established for the two intellectually disabled students based on their direct and indirect functional assessments as well as surveys and interviews of the parents and students. A plan for mediating medium and large elements of each student’s behavior was then established and applied. The class participation behavior of two students with intellectual disabilities was defined as class preparation behavior, task performing behavior, and attention-focused behavior. Measurements of class-participating behavior used a multiple probe designs across behaviors and proceeded to the baseline, intervention, and maintenance. The results of this study are as follows. The grade-wide positive behavior support clearly improved the class participation behavior of two elementary school students with intellectual disabilities (as measured by class preparation behavior, task performance behavior, and attention-focused behavior). When each behavior was considered in terms of averages, trend lines, non-overlapping ratios, and immediacy, a positive effect was shown for all class participation behaviors and the average of class participation behavior increased as well. Positive effects were also observed in the maintenance phase. Based on these results, it can be concluded that grade-wide positive behavior support is an effective intervention for improving the class participation behavior of elementary school students with intellectual disabilities.

"Effects of Video Self-modeling on the Problem Behavior and Class Participation Behavior of Children at Risk for Emotional and Behavioral Disorders"

"Effects of Video Self-modeling on the Problem Behavior and Class Participation Behavior of Children at Risk for Emotional and Behavioral Disorders"

예방 -교수 -강화(PTR)의 긍정적 행동지원이 ADHD의심 학생의 수업참여행동과 수업방해 행동에 미치는 영향*

The purpose of this study was to investigate the effects of prevent-teach-reinforce positive behavior support on class participation behaviors and class disruption behaviors of the elementary school student at risk for ADHD. The subject was a elementary school male student at risk for ADHD. To demonstrate the effect of this study, multiple probe baseline design across settings was conducted. Based on Functional Behavior Assessment for the subject, prevent-teach-reinforce positive behavior support(intervention of antecedents and setting events, alternative behavior instruction, consequences and system change) were developed and implemented in a regular classroom and special education classroom. The results of this study were as follows: First, the prevent-teach-reinforce positive behavior support was effective in increasing the class participation behaviors of the student ar risk for ADHD. Second, the intervention was effective in decreasing the class disruption behaviors of the student ar risk for ADHD. The effects of the intervention were maintained after the completion of the intervention and generalized. These results imply that the prevent-teach-reinforce positive behavior support is helpful to improve class participation behaviors of the elementary school student at risk for ADHD and that early intervention is important for the student at risk for ADHD.

The Effects of AAC Intervention Using Switches on the Class Participation Behaviors of High School Students with Physical and Multiple Disabilities

The Effects of AAC Intervention Using Switches on the Class Participation Behaviors of High School Students with Physical and Multiple Disabilities

The Effects of Positive Behavior Interventions and Supports(PBIS) on the Problem and Class Participation Behaviors of Student with developmental disability

The Effects of Positive Behavior Interventions and Supports(PBIS) on the Problem and Class Participation Behaviors of Student with developmental disability

기술·가정교과의 교수적 수정이 경도지적장애학생의 수업참여도 및 학습목표달성도에 미치는 영향*

The objective of this study is to introduce instructional adaptation to the ‘Technology-household subject’ and to investigate its effects on the class participating behavior and academic achievement of three students who are with mild mental retardation and the first year students of junior high school attending an inclusive class. The effects of instructional adaptation in Technology-household subject on class participation and academic achievement were measured by the multiple-baseline design across subjects. The results of analysis are as follow. First, a class participation behavior was increased in all students, and a out-of-seat behavior was decreased in all students. The application of instructional adaptation turned out to have positive impacts on increasing the class participation behavior rate and decreasing the out-of-seat behavior rate of the students with mild intellectual disabilities Second, academic achievement was increased in all students. Based on these findings, implications for the future study were discussed.

학년 단위의 긍정적 행동지원을 통해 실시된 보편적 지원이 통합학급 초등학생의 사회적 능력, 수업참여행동 및 학교 분위기에 대한 인식에 미치는 영향

학년 단위의 긍정적 행동지원을 통해 실시된 보편적 지원이 통합학급 초등학생의 사회적 능력, 수업참여행동 및 학교 분위기에 대한 인식에 미치는 영향

Verification of Mediated Effect of Athletic Ability Beliefs in the Relations between Learning Environments Perceived in the Physical Education (PE) Class and Task Persistence

Objectives: The purpose of this study was to inquire into the mediated effect of athletic ability beliefs in the relations between the PE learning environments perceived in the PE class and task persistence. Methods/Statistical Analysis: To achieve such a research purpose, this study selected a total of 418 copies as final valid sample using convenience sampling of junior high school students at the five schools located in a metropolitan area. As for data processing, this study implemented hypothesis testing after confirming the goodness of fit test of the whole model using SPSS 18.0 and AMOS 18.0. Findings: First, effort and challenge perception in PE learning environment was confirmed to have a positive influence on increased beliefs while competence perception was found to have a negative influence on fixed beliefs and threat perception was found to have a positive influence on entity belief. Second, it was found that increased beliefs in athletic ability beliefs had a significant influence on task persistence positively while entity belief didn’t have a significant influence on task persistence. Third, it was found that effort, challenge perception, and competence perception of learning environment had a positive influence on task persistence. Lastly, it was confirmed that increased beliefs in the relations between effort, challenge perception and task persistence of learning environment play a mediating role. Improvements/Applications: This study confirmed that students’ aggressive class participation behavior calls for the learning environment, which is challenging, and makes it possible for students to put in a great deal of effort for their learning process, and a positive belief and volition that students themselves can do it in the results of this research.

긍정적 행동지원이 지적장애를 수반한 자폐성장애 학생의 문제행동과 수업참여행동에 미치는 영향

긍정적 행동지원이 지적장애를 수반한 자폐성장애 학생의 문제행동과 수업참여행동에 미치는 영향

A Study on Mediating Effects of Outcome Expectancy on Relationships among Perceived Caring Climate, Task Engagement and Task Persistence in Physical Education

Background/Objectives: The purpose is to identify the mediating effects of outcome expectancy on the relationships among the caring climate perceived by students, their task engagement and task persistence in physical education. Methods/Statistical Analysis: Participants were 343 students at four middle schools in metropolitan areas. The goodness of fit of the entire model was verified through SPSS 18.0 and AMOS 18.0 and the hypotheses were tested. Findings: First, the caring climate involved a positive prediction of the outcome expectancy. The caring climate had positive effects on the task engagement and task persistence of students. Second, outcome expectancy in physical education class has positive effects on task engagement and task persistence; those are active class participation behaviors. Third, the outcome expectancy in a physical education class had mediating effects on the relationship among the caring climate perceived by students, their task engagement and task persistence. Findings concluded that a caring climate should be established for the students and their positive expectancy can lead to active participation. Applications/Improvements: Physical education teachers should establish a student-centered class climate to provide high quality education. Also, they should select proper tasks and adjust the level of difficulty to live up to the student expectancy

교양체육수업 참여 대학생의 참여가치와 성향 및 수업 참여행동에 관한 융복합 연구

Abstract This study is aimed at analyzing class participation value of the students who participate in physical education class implemented by university, and inquiring into the convergence relations between students-perceived class participation propensity and participatory behavior. In an effort to verify hypotheses consequent on this research objectives, this study conducted confirmatory factor analysis, reliability analysis, correlation analysis, and structural equation model analysis using PASW 18.0 and AMOS 18.0. The concrete results of this research are as follows: First, the class participation value of the students participating in general physical education was found to have an influence on participatory propensity. Second, the participatory propensity of the students participating in general physical education was found to have an influence on class participation behavior intention. Key Words : Physical education class, Participatory value, Propensity, Class participation behavior, Convergence

The Effects of Self-Monitoring on the Class Participation Behaviors of Students with Intellectual Disabilities

The Effects of Self-Monitoring on the Class Participation Behaviors of Students with Intellectual Disabilities