Middle School Students In Korea Research Articles

Changes Before and After a Life-Skills Sexuality Education Program for Middle-School Students in Korea : A Longitudinal Study

Changes Before and After a Life-Skills Sexuality Education Program for Middle-School Students in Korea : A Longitudinal Study

A Comparative Study on Expository Writing Skills of Middle School Students in Korea and the U.S.

A Comparative Study on Expository Writing Skills of Middle School Students in Korea and the U.S.

중학생의 학습자 주도성 수준 및 영향요인 탐색

Objectives This study aims to examine the level of student agency in middle school students in Korea and the fac-tors influencing the cultivation and manifestation of student agency.
 Methods To this end, an online survey was conducted among 325 middle schools, which were stratified sampled around school locations to ensure nationwide representation, from July 10th to July 17th, 2022. The survey re-ceived responses from a total of 345 middle school teachers and 7,571 middle school students from 172 middle schools. The collected survey data were analyzed using the SPSS program.
 Results The analysis of responses from both students and teachers revealed that middle school students' agency was higher at the community level than at the individual level. When analyzing the differences in students' agency by grade, it was found that 1st-year middle school students perceived higher levels of students' agency compared to 2nd and 3rd-year students. In terms of gender differences, male students reported higher individual-level stu-dents' agency, while female students reported higher community-level students' agency. Lastly, respondents in-dicated that higher levels of subjective achievement are associated with higher levels of self-perceived students' agency. Furthermore, both teachers and students indicated that personal beliefs and attitudes have the most sig-nificant impact on the cultivation and manifestation of students' agency, while institutional and societal factors have the least impact. Particularly, students tended to underestimate the influence of their home environment on the cultivation and manifestation of students' agency.
 Conclusions Based on the findings of this study, it is suggested that the importance of the middle school period in the process of cultivating and manifesting students' agency should be emphasized, and practical guidelines for cultivating and manifesting students' agency that are suitable for the educational context in Korea should be pro-posed in various subsequent studies.

The role of adolescents’ participation in physical education and leisure-time sport activity on their social connectedness, depression, and aggressive behaviour

ABSTRACT The current study investigated the benefits of adolescents’ participation in physical activity (PA), including physical education (PE) and leisure-time sports activity (LTSA), on their subjective wellbeing (SWB), namely social connectedness, depression, and aggression. Specifically, the study explored the mediating role of social connectedness in the relationship between adolescents’ PA and depression/aggression. Data were collected from 358 middle-school students in Korea and analysed using structural equation modelling. Results indicated that adolescents’ participation in PE had a direct positive effect on social connectedness, while LTSA had a direct negative effect on depression. Social connectedness was negatively associated with both depression and aggression, while depression was positively associated with aggression. Consequently, the results indicated a full mediation effect of social connectedness between PE and adolescent SWB. The results also suggested meaningful gender differences. The effect of LTSA on depression was significant only for females, while the relationship between social connectedness and depression was stronger for females. Overall, the study suggests that PE is an effective way to enhance middle schoolers’ social connectedness, which can decrease the level of depression and aggression. Consequently, the health and education agencies should consider PE and LTSA as an effective strategy to promote Korean adolescents’ subjective wellbeing.

A Structural Model for Aggression in Middle School Students in Korea: Based on Ajzen's Theory of Planned Behavior.

(1) Purpose: The purpose of this study was to construct a hypothetical model for the variables that can explain aggression in middle school students in order to promote mental health and the growth and development of middle school students in Korea. Through this model, we tried to confirm the structural relationship between the variables and their influence. (2) Methods: The subjects of this study were middle school students in the Korean city of D, and the data collection period was from July to September 2016. The data were collected from the final 310 completed copies of the questionnaire, excluding 23 copies with insufficient data. SPSS 26.0 and AMOS 26.0 were used for data analysis. (3) Results: The fit indices of the final model (GFI = 0.88, AGFI = 0.84, IFI = 0.95, CFI = 0.95, SRMR = 0.06, and RMSEA = 0.07) met the acceptable levels. The variables that affected middle school students' aggression were parenting behavior and aggression regulation intention, and together, their explanatory power for aggression was 50.5%. Perceived behavioral control was the most influential variable for aggression regulation intention. (4) Conclusions: The results of this study will be used as a basis for studying aggression and developing aggression control training programs with the aim of reducing aggression in middle school students.

Changes in Physical Fitness among Elementary and Middle School Students in Korea before and after COVID-19.

The present study aimed to analyze changes in health-related physical fitness among Korean elementary and middle school students before (2019) and after (2021) the COVID-19 pandemic. Data collection was completed by requesting the physical activity promotion system (PAPS) data from elementary and middle school students. This information is obtained annually by the Goyang Office of Education in Gyeonggi-do, Korea. The collected data were measured in 2019 and 2021. Data were collected from 17,000 children in the fifth and sixth grades of elementary school and about 24,000 boys and girls in the first, second, and third grades of middle school. Chi-square analyses were used to examine data from each school’s health-related physical fitness examinations. Our results indicated that physical fitness levels were significantly lower in 2021 than in 2019 across the following six areas: cardiorespiratory endurance, power, muscular strength, flexibility, obesity, and overall health-related physical fitness (p < 0.05). In addition, the ratio of students with excellent physical fitness (PAPS Grades 1 and 2) significantly decreased from 2019 to 2021, while the ratio of students with poor physical fitness (PAPS Grades 3, 4, and 5) increased (p < 0.05). In addition, there were some differences according to grade and gender. Discussions regarding the impact of decreases in physical activity on physical fitness, interpretations of physical fitness in the context of a pandemic, and practical measures that can be implemented to improve health and fitness among children and adolescents in such situations remain essential.

Educating Global Citizenship in a Changing World via After-school Music Program in Korea

Purpose: Centered on the framework of global citizenship education (GCED), an after-school music program was developed for middle school students in Korea. The program aims to introduce multicultural topics to improve intercultural understanding and promote multicultural sensitivity for community relations development in response to rapid demographics changes in Korea. A total of 143 students have participated in the twenty-nine-week (29) pilot program. The program included orchestra and ensemble performances, learning ethnic songs and cultural backgrounds, and related educational activities. Research method: Methodological triangulation was used to evaluate the significance of the program. Program surveys, formative and summative evaluations, and interviews were used as the assessment instruments to measure the program outcome. Results: A music program based on the framework of GCED provided a good platform for gaining knowledge on teaching civic and multicultural education. The program displayed a measurable gain in students’ positive attitudes towards community relations.

2020년 현재 사용중인 한·일 중학교 교과서 어휘 연구 - 1~3학년 국어교과서를 대상으로 -

This paper aims to illuminate the socio-cultural characteristics of the national language textbooks, which Korea and Japan intend to make their students influenced by, through drawing on the significant differences between categories that appear in lexical distributions by areas of the meaning of vocabulary in the current national language textbooks for middle school students in Korea and Japan.<BR> For a qualitative change, the lexical distributions were compared according to the five major categories of Bunruigoihyou (1964, 2004). In the case of Korean textbooks, there are significant differences in the order of <1.2>, <1.4>, and <1.3> based on the total number of words. In the case of Japanese textbooks, significant differences are in the order of <1.5> and <1.1>. It was also compared with Lee(2020) that analyzed the vocabulary of a first-year textbook, which revealed the significant difference in <1.2> and <1.3>, <1.5> is shrinking. Therefore the characteristics of first-year textbooks are now slightly ambiguous.<BR> These tendencies were also found in the medium categories. In the case of Korean textbooks, significant differences were found in ＜human＞，<race·people>, <family>, <members·position> <duty>, <mind>, <economy>, <dwelling>, <clothing>, <foodstuff>, <body> and <life>. On the other hand, Japanese textbooks are different from Korean ones in terms of <instruction>, <quantity>, <time>, <space>, <living organism>, <nature·object>, <animal>, <creation·writing>, and <machinery>.<BR> In particular, Korean textbooks have more vocabulary associated with humans and families than Japanese ones, while Japanese textbooks have more words related to information literacy which is the same tendency shown in the previous textbooks. In addition, the revision of Japanese textbooks has resulted in a decrease in literature-related vocabulary and an emphasis on environmental and ecological themes.

Risk Factors Influencing Cyberbullying Perpetration among Middle School Students in Korea: Analysis Using the Zero-Inflated Negative Binomial Regression Model.

This cross-sectional descriptive study identified risk factors and predictors related to the perpetration of and potential for cyberbullying among adolescents, respectively. The analysis included a zero-inflated negative binomial regression model. Data were assessed from 2590 middle-school student panels obtained during the first wave of the Korean Child and Youth Panel Survey 2018. Of these respondents, 63.7% said they had not experienced the perpetration of cyberbullying. However, a subsequent count model analysis showed that several factors were significantly associated with cyberbullying, including offline delinquency, aggression, smartphone dependency, and smartphone usage on weekends (either 1–3 h or over 3 h). A logit model analysis also showed several predictive factors that increased the likelihood of cyberbullying, including gender (boys), offline delinquency, aggression, smartphone usage during weekdays (1–3 h), computer usage during weekends (1–3 h), and negative parenting. These identified risks and predictors should be useful for interventions designed to prevent the perpetration of cyberbullying among middle school students.

현용 한국과 일본의 중학교 1학년 국어교과서 어휘 연구 -한국의 중1 자유학기제에 따른 변화에 주목하여-

현용 한국과 일본의 중학교 1학년 국어교과서 어휘 연구 -한국의 중1 자유학기제에 따른 변화에 주목하여-

Status and Case of Curriculum Developments of Standard Education at the Primary and Secondary Education in Republic of Korea

이 연구의 목적은 초&#8228;중&#8228;고등학교 교육에서 표준 교육의 현황과 교육과정 개발 사례를 분석하기 위한 것이었다. 이 연구는 주로 표준 교육정책에 참여한 지은이의 경험과 관련 교과서와 같은 문헌 분석을 바탕으로 이루어졌다. 이 연구에서의 결과는 다음과 같이 요약할 수 있다. 우리나라에서 초중고교학생들을 대상으로 표준교육이 본격적으로 이루어진 것은 2006년 이후이다. 초등학교의 경우에는 ‘찾아가는 표준교육’과 ‘연구학교’ 운영 등이 대표적인 표준교육 활동으로 손꼽히고, 초등학생을 위한 인정교과서인 ‘우리 생활 속 표준’의 개발이 우리나라 초등 교육에서의 표준 교육 교육과정의 가장 중요한 개발 사례라 할 수 있다. 중학교의 경우에는 ‘국제 표준올림피아드’의 창설과 ‘연구학교’ 운영, 국가 교육과정에서의 ‘기술&#8228;가정’ 과목에서 표준 단원의 신설 등이 대표적인 표준교육 활동으로 손꼽힌다. 중학교 필수과목인 ‘기술&#8228;가정’과의 표준 단원’의 신설이 표준 교육 교육과정의 가장 중요한 개발 사례이다. 고등학교의 경우에도 ‘국제 표준올림피아드’의 창설과 ‘연구학교’ 운영, 국가 교육과정에서의 ‘공학일반’ 과목에서 표준 단원의 신설 등이 대표적인 표준교육 활동으로 손꼽힌다. 일반고등학교 선택 과목인 ‘공학일반’의 표준 단원’의 신설이 표준 교육 교육과정의 가장 중요한 개발 사례이다.The purpose of this study was to analyze the status of standard education and the development of curriculum of standard education in elementary, middle and high school education. This study was mainly based on the experience of authors who participated in the standard education policy and the contents analysis of related textbooks. The results of this study are as follows. It was after 2006 that standard education was fully implemented for elementary and middle school students in Korea. In the case of elementary school, ‘standard education’ and ‘research school’ are one of the representative standard education activities. The development of ‘standards in our lives’, which is a recognized textbook for elementary school students, This is the most important development case. In the case of middle schools, the establishment of the International Standard Olympiad, the operation of the Research School, and the establishment of the Standard Unit in the ‘Technology / Family’ courses in the national curriculum are considered to be the representative standards activities. The establishment of the Standard Unit with Technology and Home, a required subject in middle school, is the most important development example of the standard education curriculum. In the case of high schools, the creation of the International Standard Olympiad, the operation of a research school, and the establishment of standard units in the general course of engineering in the national curriculum are considered as standard education activities. The establishment of the Standard Unit of General Engineering, an elective in high school, is the most important development of the standard curriculum. In the future, the role of standards and the importance of standardization will become more important in the fourth industrial society. Accordingly, the development, application and implementation of more active and planned curriculum are required in standard education for youth, the future leader.

Development and Validation of Feedback Literacy Scale for Students

학습을 위한 평가(AFL)가 강조되는 시점에서 AFL의 핵심요소인 피드백을 잘 활용할 수 있는 능력은 학생들의 학습과 평가에 있어 필수적인 역량이다. 본 연구에서는 선행연구를 토대로 학습자의 피드백 리터러시를 개념화하고 이를 측정할 수 있는 척도를 개발하였다. 피드백 리터러시(feedback literacy)는 피드백의 활용능력 및 피드백에 대한 태도로써 정의되었으며, 이에 기반을 두어 피드백 리터러시 척도(Feedback Literacy Scale for Students: FLSS)가 개발, 타당화 되었다. 본 연구에서는 중학생을 대상으로 예비검사(291명) 및 본 검사(376명)를 실시하였으며 문항과 척도의 신뢰도 및 타당도를 점검하기 위하여 평정척도모형(Andrich, 1978)에 기반한 Rasch 모형 분석 및 요인분석을 적용하였다. 연구 결과 첫째, 피드백 리터러시는 피드백 활용능력과 피드백 태도로 구성되며, 활용능력은 다시 피드업, 피드백, 피드포워드, 태도는 인지, 정서(정서, 정서조절), 행동(피드백 구하기) 요인으로 세분화되는 등 다층&#8901;다차원(multi-level, multi-factor) 모형으로 개념화되었다. 둘째, 피드백 리터러시 척도의 최종 문항은 피드백 활용능력 14문항, 피드백 태도 21문항으로 총 35문항으로 구성되었고, 척도의 신뢰도 및 타당도 분석 결과 모두 적합한 것으로 나타났다. 셋째, 외적 타당도 검증 결과, 학습자의 피드백 리터러시 수준이 높을수록 학업적 자기조절능력이 높은 경향을 보였다. 마지막으로 피드백 리터러시의 개념 및 척도의 의의와 교육적 시사점을 제시하였다.The ability to use feedback, which is a key element of the AFL, at the point of emphasis on the Assessment for Learning(AFL), is an essential one needed to be successful learners. In this study, we have conceptualized students’ feedback literacy as their capacities and attitudes needed to understand and use feedback provided by various sources and in addition, the Feedback Literacy Scale for Students(FLSS) was developed. For this study, both the field trial and main study were conducted for middle school students in Korea. Rasch and factor analysis were applied to check the reliability and validity of the FLSS. First, the feedback literacy was defined as students’ capacities and attitudes needed to make sense of feedback and use it. The construct for the use of feedback was subdivided into feedup, feedback, and feedforward, while the feedback attitude included cognitive, emotional(emotion, emotional control), and behavioral(feedback seeking) domains. Second, the final version of FLSS consisted of 14 items of students’ capacities and 21 items of students’ attitude toward feedback. Third, the reliability and validity of the final scale were found to be appropriate. Fourth, as a result of the external validity test, the higher the learner s feedback literacy level, the higher the academic self-regulation. Finally, implications for the applied use of the FLSS in Korea are discussed.

Analysis of Contents of Food Intake of Middle School Home Economics Textbook and Food Intake Trends of Middle School Students in Korea Using 2007~2015 Korea National Health and Nutrition Examination Survey for Exploring Education Direction of Food Intake

Analysis of Contents of Food Intake of Middle School Home Economics Textbook and Food Intake Trends of Middle School Students in Korea Using 2007~2015 Korea National Health and Nutrition Examination Survey for Exploring Education Direction of Food Intake

The effects of therapeutic group drumming with Korean middle school students on aggression as related to school violence prevention

This study examined which of three interventions was most effective in reducing aggression in middle school students in Korea: a lecture-based general prevention program, a therapeutic drumming group featuring collaborative work between a school music teacher and a music therapist, or an education-based drumming group. A non-randomized Repeated Measured ANOVA with one repeated factor and one between-groups factor was conducted to look for any statistically significant differences among the three groups (general prevention group, therapeutic drumming group, and education-based drumming group), between pre-and post-test, or in the interaction between group and time. The Korean version of the Aggression Questionnaire and its four subscales (physical aggression, verbal aggression, anger, and hostility) were examined in mixed models by time, group, and the interaction between time and group. Participants (N = 231) were the whole third-year classes of an urban middle school in Korea. The results suggested a significant Time × Group interaction on total Aggression scores, as well as on the physical aggression and hostility sub-scale scores; no significant differences were found for the verbal aggression or anger sub-scale scores. Post hoc analysis revealed that the therapeutic drumming group had significant reductions in total aggression scores and on the subscales of physical aggression and hostility compared to the education-based drumming group; however, no significant differences were found between the therapeutic drumming group and the general lecture group. These findings indicate that collaborations between school music teachers and music therapists may be used effectively to mitigate aggression related to school violence in middle school students in Korea.

어린이 영양지수를 이용한 우리나라 일부 중학생의 영양상태 및 식행동 실태 조사 : 청소년의 식생활교육 내용 탐색

본 연구는 중학생을 대상으로 어린이 영양지수를 이용해 영양상태와 식행동을 평가하고 성별에 따른 차이를 분석하여 청소년의 식생활교육을 위한 기초자료로 제공하고자 실시하였다. 조사대상자는 인천광역시, 대전광역시, 청주시, 천안시의 4개 지역 중학교 2, 3학년 남녀 학생 692명을 편의추출법으로 구성하였고, 자기기입식으로 설문조사를 실시하였다. 연구 결과 남녀 모두에서 평균 신장 및 체중은 각각 성장도표의 50~75 백분위수에 해당되어 양호하였고, 평균체질량지수도 정상체중에 속하였다. 영양지수(NQ)의 평균점수는 100점 만점에 전체 61.2±0.5점, 남자 61.9±0.7점, 여자 60.5±0.7점이어서 보통 정도였고, 성별에 따른 차이가 없었다. 영양지수 등급은 5등급 중에서 84.8%가 중위~최하위에 해당되어 낮은 편이었다. NQ 요인별 평균 점수는 전체에서 100점 만점에 다양이 69.2±0.8점으로 가장 높았으며, 그다음으로 절제 균형 규칙의 순으로 높았고 실천이 가장 낮았다. 이를 판정기준값과 비교하면 균형만이 양호에 해당하고 다른 요인들은 불량에 해당하여 저조하였고, 특히 실천과 다양이 가장 저조하였다. 성별에 따라서는 균형과 다양은 남자가 여자보다 높았으나 절제는 여자가 남자보다 높았고(P0.01), 규칙과 실천은 차이가 없었다. NQ 요인별 불량, 양호의 비율은 균형을 제외한 다양, 절제, 규칙, 실천은 양호보다 불량 비율이 높았고, 실천과 다양에서 불량비율이 각각 85.7%, 82.4%로 가장 높아 개선이 시급하였다. 한편 NQ 요인별 평가항목을 바탕으로 식행동 실태를 보면 균형 관련 식행동에서 잡곡밥 섭취 횟수는 ‘가끔 그렇다~거의 그렇지 않다’가 38.7%로 낮았다. 과일 섭취 횟수는 ‘하루에 2번 이상’이 29.8%로 낮았다. 흰우유 섭취 횟수는 권장 횟수인 ‘하루 2회’가 38.9%뿐으로 부족하였고, 여자가 남자보다 더 부족하였다(P0.001). 콩제품 섭취 횟수는 ‘하루에 1번 이상’이나 ‘이틀에 1번’이 48.2%로 낮았고, 남자가 여자보다 많았다(P0.05). 달걀 섭취 횟수는 ‘이틀에 1번’이 42.0%로 많은 편이었다. 다양 관련 식행동에서 식사 시 섭취하는 채소(김치 제외) 반찬 수는 남자가 여자보다 많은 경향이었고(P0.05), 한 가지 이하로 먹는 비율이 21.2%나 되어 부족하였다. 김치 섭취 횟수는 ‘매끼’가 53.9%로 나타났다. 식사 시 반찬을 골고루 섭취하는 정도는 ‘항상 그렇다’가 21.7%로 낮았다. 절제 관련 식행동에서 단 음식 섭취 횟수는 ‘하루에 1번 이상’이 21.1%로 많아서 자주 섭취하였다. 패스트푸드 섭취 횟수는 74.0%가 일주일에 1번 이상 섭취하였다. 라면 섭취 횟수는 68.2%가 ‘일주일에 1~2번 정도’섭취하고 있었고, 남자가 여자보다 많았다(P0.001). 야식섭취 비율은 53.6%나 되어 많았다. 길거리음식 섭취 횟수는 ‘일주일에 1~2번 정도’가 42.6%였다. 규칙 관련 식행동에서 아침 결식 비율은 34.7%로 높았다. 매끼 식사시간의 규칙성은 ‘항상이나 거의 규칙적’인 비율이 71.1%였다. 하루 TV시청 및 컴퓨터 게임 시간은 ‘2시간 이상’이 29.6%로 장시간 노출된 비율이 높았고, 남자가 여자보다 길었다(P0.01). 실천 관련 식행동에서 식사 시 꼭꼭 씹어 먹는 정도는 ‘항상이나 거의 그렇다’가 65.6%로 높았다. 가공식품 구입 시 영양성분 등 식품표시 확인 정도는 ‘가끔 확인하거나 거의 확인하지 않는다’가 84.4%로 확인율이 낮았다. 식사 전에 손을 씻는 정도는 ‘매번이나 자주 씻는다’가 79.0%로 높았다. 하루 운동시간은 ‘30분~1시간 이내’ 이하가 72.7%로 부족하였고, 여자가 남자보다 더 부족하였다(P0.001). 이상에서 조사대상자의 NQ 및 NQ 요인별 점수와 등급은 중간 수준에 속하였고 식사의 다양성 및 올바른 식생활 실천에서 점수가 낮았다. 이는 성장기 중학생의 영양 섭취 부족과 바람직하지 못한 식행동으로 인한 영양불균형 및 동반 질환의 발생 위험 증가와 관련되므로 개선이 시급하였다. 이를 위해 본 조사 결과를 바탕으로 식생활교육 시 잡곡밥 섭취하기, 흰우유 하루 2회 섭취하기, 채소 섭취 늘리기, 반찬 골고루 섭취하기, 패스트푸드 섭취 줄이기, 아침 먹기, 식품표시 확인하기, 운동시간 늘리기 등의 내용을 우선순위로 다루어야 하고, 성별에 따른 차이가 없어 남녀 모두에게 이점을 적용해야 할 것으로 보였다. 따라서 청소년의 영양상태와 식행동향상을 도모하기 위해서는 가정과 학교에서 실태를 바탕으로 식생활교육을 실시함과 함께 청소년의 실천을 독려해야 할 것으로 여겨진다. 본 연구는 어린이 영양지수를 이용하여 중학생의 영양상태와 식행동을 파악하였고 지역별로 일부 광역시와 중소도시의 중학생을 대상으로 실시한 제한점을 가지고 있어 객관적인 자료 확보에 미흡한 점이 있다. 그러나 이러한 결과는 청소년의 식생활교육을 위한 구체적인 근거가 되고 향후 최근에 개발된 청소년 영양지수를 활용해 청소년 대상의 면밀한 식생활 평가를 시행할 수 있는 기초자료가 되어, 청소년의 식생활 개선을 효율적으로 이루는 데에 도움이 될 것으로 생각한다.

A New ICT Literacy Test for Elementary and Middle School Students in Republic of Korea

The purposes of our study were to develop and validate a test for measuring Korean elementary and middle school students’ information and communications technology (ICT) literacy and to make suggestions for improving ICT literacy across Republic of Korea. To those ends, we conducted a literature review, consulted expert opinions, administered a pilot test to 1086 students, and ultimately developed and validated an ICT literacy test by measuring and analyzing the ICT literacy of approximately 15,000 students in Korea. Results indicated that the ICT literacy of elementary school students was low (i.e., an average of 19 out of 35 possible points) and that students in lower grades had lower average scores. Regarding abilities within ICT literacy, problem-solving and information analysis and evaluation were relatively high among elementary school students, whereas information organization and creation, computational thinking, information searches, and information communication were relatively low. Among middle school students, ICT literacy was also low (i.e., an average of 18 out of 35 possible points), and eighth-grade students demonstrated lower literacy than seventh- and ninth-grade students. Although the difference among those grades was minor, the gap in ICT literacy did become greater as students get older. Regarding abilities within ICT literacy, information utilization and management was high among middle school students, whereas all others were low, particularly computational thinking. Drawing from those findings, we recommend a few methods of improving the ICT literacy of elementary and middle school students in Korea.

Factors Influencing eHealth Literacy of Middle School Students in Korea: A Descriptive Cross-Sectional Study.

ObjectivesThe aim of this study is to identify eHealth literacy level and to analyze the factors influencing eHealth literacy among middle school students in Korea.MethodsThis descriptive cross-sectional study involved the administration of a self-report questionnaire. The participants were 799 middle school students. Descriptive statistics were analyzed via an independent t-test, Mann-Whitney U-test, and one-way ANOVA. Pearson correlation coefficients were used to test the correlations among variables. Multiple linear regression analysis was conducted to identify the factors influencing eHealth literacy.ResultseHealth literacy was substantially lower in students in their first year than in students in their third year of middle school. Participants with asthma, herniated disc, and atopic dermatitis had significantly lower eHealth literacy than those without the diseases. The major finding was that eHealth literacy of middle school students was influenced by their grade and number of diseases diagnosed. eHealth literacy was higher among students in their second and third years of middle school and among those who had fewer diagnosed diseases.ConclusionseHealth literacy among adolescents is important for better health outcomes; however, middle school students with diseases had lower eHealth literacy than healthy students. Therefore, efforts to enhance eHealth literacy should focus on adolescents with diseases; moreover, health education in schools and healthcare settings for adolescents should include critical analytical skill development for better eHealth literacy.

Development and Effect of H-STEAM centering on Secondary Education of Korea

The purpose of this study is to develop and analyze the meaning and contents of the “H-STEAM teaching & learning model” which combines Science, Technology, Engineering, Arts & Mathematics (STEAM) with the elements of Humanities. We developed this model based on the key competencies linked with career path for middle school students in Korea, with the recognition of two issues. First, the existing Korean STEAM education lacks the elements of humanities, thus failing to achieve an authentic convergence education. Second, it is necessary to develop a program that might correspond to the Free Semester Program that was first introduced in 2013, and implemented at full scale in 2016 for middle school students in Korea. The advantages of H-STEAM are as follows: First, H-STEAM enables students to flexibly think while traversing the physical world and the symbolic world in the process of dealing with the daily problems. Second, it combines advanced technology with human sensibility and imagination, and enables students to derive creative outcomes that stimulate their minds. Third, it makes students feel and realize a point of contact between the subject that students learn, and jobs of the real world.

영어듣기시험 문항 타당도에 영향을 주는 요인 분석

The aim of this study is to investigate the characteristics of the nationwide standardized listening test items for middle school students in Korea. The test items are evaluated in terms of item difficulty, item discrimination power, fit statistics, and attractiveness of choices. Based on evidence from the quantitative analyses, the content of individual items was analyzed. In this study, responses from 271 students on a listening test of 20 items were collected and analyzed using Rasch measurement model and 3-parameter IRT model. The findings are as follows. First, reliability is .85 indicating that the test is reliable, but there were some misfit, overfit, and low point-biserial test items found including a variety of difficulty levels and discrimination index. Second, several items which show unexpected responses were selected critically to review the listening texts, question types, and choices. Finally, some suggestions and implications can be discussed for the development of listening tests. In order to enhance the test validity and reliability, constructs to measure listening ability should be refined and elaborated to fit the question types. Listening test length also should be designed by considering the listening process as well as efficiency of distracters.

The Effects of Syntactic Enhancement on EFL Reading Fluency for Secondary School Students

Improving reading fluency in English is a challenging task for English-as-a-foreign-language (EFL) students. It is particularly hard for those whose first languages are linguistically distant from English, for example, Korea, Chinese, Japanese, and other Asian languages. The purpose of this paper is to investigate whether digitally reformatted text scaffolds the development of English reading fluency in an EFL context. Visual-syntactic text formatting (VSTF) technology was used to reformat block-formatted English text into one with sentence structures highlighted. A total of 63 eighth graders (middle school students in Korea) read reformatted texts, while the control (n = 32) read their block-formatted textbook for 15 weeks. The analysis results of pre- and posttests indicated that reformatted texts could scaffold EFL students who learned to improve English reading fluency. However, reformatted texts did not positively affect reading speed, presumably because of different levels of vocabulary used in pre and posttests. We also found evidence that VSTF reformation can be used as syntactic enhancement which makes it easier for EFL students to take in English syntactic information as input. All in all, our findings suggest an effective instructional practice for EFL teachers with a focus on reading fluency.