• Journal of Practical Engineering Education
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• v.14 no.2
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• pp.267-277
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• 2022

Achievement at university is recognized in a comprehensive sense as the level of qualitative change and development that students have embodied as a result of their experience in university education. Therefore, the academic achievement of university students will be given meaning in cooperation with the historical and social demands for diverse human resources such as creativity, leadership, and global ability, but it is practically an indicator of the outcome of university education. Measurement of academic achievement by such credits involves many problems, but in particular, standardization of academic achievement by credits based on evaluation methods, contents, and university rankings is a very difficult problem. In this study, we present a model that uses machine learning techniques to predict whether or not academic achievement is excellent for D-University graduates. The variables used were analyzed using up to 96 personal information and bachelor's information such as graduation year, department number, department name, etc., but when establishing a future education course, only the data after enrollment works effectively. Therefore, the items to be analyzed are limited to the recommended ability to improve the academic achievement of the department/student. In this research, we implemented an academic achievement prediction model through analysis of core abilities that reflect the philosophy, goals, human resources image, and utilized machine learning to affect the impact of the introduction of the prediction model on academic achievement. We plan to apply the results of future research to the establishment of curriculum and student guidance conducted in the department to establish a basis for improving academic achievement.

• The Journal of Korean Society for School & Community Health Education
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• v.9 no.2
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• pp.15-31
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• 2008

Objective: This study is a quasi-experimental study by nonequivalent control group pretest-posttest design, performed in order to identify whether the program developed on the basis of Ajzen(1988, 1991)'s theory of planned behavior (TPB) for predicting the safety behavior of students of department of dental technology affects intention toward safety behavior and general behavior. Therefore, the purpose of this study is to identify whether the safety education in laboratories in which knowledge is reinforced on the basis of the TPB theory affects safety behavior. Methodology: The theoretical framework of this study was established on the basis of the TPB by Ajzen(1988, 1991). This study was performed between May 20 and December 5, 2006, and the subjects included 101 in the experimental group and 98 in the control group, a total of 199. The experimental group was educated through six 50-minute sessions (twice a week) for three weeks. The experimental group was pretested, educated, and then asked to answer the pro-questionnaire after finishing the sixth session, but the control group was free from intervention. The research tool in this study was developed by the authors with reference to the process of tool development used in Schifter and Ajzen (1985) based on Ajzen and Fishbein(1980)'s tool development guide. Results: The data were analyzed through SPSS 14.0 version. The reliability test of attitude, subjective norm, perceived norm, intention, and behavior toward safety behavior as TPB variables was calculated of Cronbach's alpha coefficient, and general characteristics and the homogeneity test of the experimental and the control groups were analyzed through t test and $X^2$ test. According to the results of the analysis, the experiment group may be higher than the control group after the safety education in the scores of attitude, the subjective norm, the perceived norm, and the intention toward safety behavior as TPB independent variables showed no significant difference, but there was significant difference in the behavior and the knowledge. Meanwhile, according to the results of the pretest and posttest, eleven items in the experimental group and two items in the control group showed significant difference in the behaviors, and twelve in the former and four in the latter were significantly different in the knowledge. Conclusion: The safety education program developed on the basis of TPB was identified to enhance safety behavior and knowledge. Therefore, the safety education program used in this study for students of department of dental technology may be utilized as database for safety education in the department of dental technology.

• Journal of Technologic Dentistry
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• v.23 no.2
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• pp.121-149
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• 2002

This Study aims at investigating the tendency of individual problems that the students at the departments of dental technology are faced with, their efforts and types of activities to solve the problems. Surveyed for this purpose were 700 freshmen to juniors enrolled in the departments of dental technology at the universities across the country and they were analyzed by area, grade and sex. 1. Tendency of Problems The areas of problems the students at the departments of dental technology considered as most serious were health, human relation, view of value and economy in sequence, while the areas they considered as least serious were future course and employment. In general, there were tendencies as follows: divided by grade, the higher the grades of the students are, the higher scores of problems they get(F=12.14, P=.000) : in the areas of health and human relation, as the grade gets higher, the scores of their problems also increase, accordingly(F= 17.58, P=.000)(F=8.39, P=.000) : in the areas of economy, parents and home, freshmen and juniors are found to have higher scores of problems compared to sophomores,:F=7.89, P=.000)(F=11.63, P=.000) : divided by sex, female students recorded higher scores of problems than their counterparts(F=31.85, P=.000) 2. Efforts for Problems View of value, human relation, parents and home appeared to be the areas for which the students made the highest rate of efforts in sequence while the areas for which they paid lowest grade of efforts were health and economy. In other words, the students gave higher scores for human relation and view of value in terms of tendency as well as efforts of problems, while they rated high for health and economy in the tendency but low in the efforts of problems. Divided by grade, freshmen and juniors appeared to score higher points than sophomores in their efforts to solve problems, even though juniors made relatively higher efforts than freshmen(F=6.53, P=.002). Divided by sex, female students scored higher points in their efforts than males(F=15.98, P=.000) 3. Difference of Efforts to Solve Problems. In the analysis into the scores of difference showing the disagreement between the tendency of problems and the efforts to solve problems, the area of health was rated as highest, followed by economy. There was little difference of scores between human relation and view of value, an indicator of agreement between the scores of problems and efforts. The difference of scores between future course and employment, between liberal arts and recreation, between characters/parents and home/school work turned out to be negative in the listed sequence, leading to a conclusion that the students enrolled in the departments of dental technology are making more efforts to solve problems than actually needed in most areas. By grade, there was a significant difference only in the area of health(F=3.00, P=.050). This difference itself was widening as the students come to higher grades. By sex, females showed bigger difference than males. 4. Types of Activities to Solve Problems. The analysis into types of activities to solve problems revealed that the surveyed students seemed to actively cope with the problems in all areas, relying at the same time on personal relationship. Especially in the areas of health, economy, parents, home, human relation, future course and employment, the students appeared to deal with the problems actively as well as emotionally.