• Journal of the Korean Society of Earth Science Education
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• v.7 no.2
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• pp.159-168
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• 2014

This study was designed to 10 questions as development of GAP program for ninety high school students(each student of 30 with achievement as high, medium, and low categories), it was analyzed the perception of Earth scientist. High school students have a positive perception about a course in Earth science, but they have lack of knowledge about Earth scientist as a career man, and they can't recognize Earth scientist as a career. A failure of learning of Earth science for Students with low level achievement leads to a negative perception about Earth scientist and disconnection to future career. School education should provide an opportunity to encounter Earth scientist for students and it is badly in need of effort to connect to the job training program.

• Journal of Digital Convergence
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• v.11 no.2
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• pp.355-363
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• 2013

The study conducted an employment capability reinforcement program targeting health-related college students, and then carried out positive analysis to find out how satisfaction affects adjustment to college life and academic achievement. An employment capability reinforcement program was conducted which targeted health related majors at a university located in Cheongbuk, and information on satisfaction, adjustment to college life, and academic achievement was collected through a self-administered questionnaire. The analysis results revealed that the higher the satisfaction for the employment capability reinforcement program, the better the adjustment to college life, while increased adjustment to college life affected academic achievement. Although the employment capability reinforcement program had no direct relationship of influence to academic achievement, the study shows that it does lead to increased academic achievement by way of adjustment to college life, which ends up as a positive affect for future employment. Therefore, active efforts are necessary to revitalize employment related programs that suit the characteristics of each department in order to establish an environment for revitalizing employment and increasing adjustment to college life.

• Journal of Elementary Mathematics Education in Korea
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• v.6 no.1
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• pp.59-76
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• 2002

This study, through the cases occurred in mathematics pencil-paper test, after analyzing the types and the factors of misunderstanding, was to seek to pursue the alternatives to diminish the misunderstanding caused in paper test. When classifying misunderstanding shown in pencil-paper test, four types are found - unsuitable edit, unsuitable organization, formal/typical habits, and unsuitable question situation. One Way, considering accomplishment rate based on existence and nonexistence of misunderstanding factors, the testing paper, that is, type A with misunderstanding factors, showed that the accomplishment rate is 10 percent below the testing paper, type B excluding misunderstanding factors. Also, after distinguishing only items including misunderstanding factors, in comparison with the accomplishment rate, the results showed about 22% difference. And in the type of misunderstanding factor, when system was unsuitable, the degree of misunderstanding appeared seriously. The more complicated many types were, the higher the number of misunderstanding cases appeared. Based on these study results, the conclusions are the followings : First, teachers should try to develop examination papers for exact evaluation. Second, teachers, while students are solving the questions, misunderstanding recognize what are the misunderstanding factors they feel. Third, in the pencil-paper evaluation, the work that teachers should consider importantly, is to analyze students' thought process. Fourth, teachers should try for smooth communications with students.

• Journal of the Korean School Mathematics Society
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• v.16 no.4
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• pp.863-882
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• 2013

Shanghai has been reported as the highest performing countries(economies) in PISA 2009 and PISA 2012. In this reason, we reviewed literatures related to educational system of Shanghai focusing on the mathematics education. Additionally, we analysed the results of PISA 2009 of mathematics domain between Korea and Shanghai to compare some differences between two countries. As a result, we discovered the followings: 1) Comparing with Shanghai students, Korea students attained low performance in every sub-categories of mathematics abilities indicated in the PISA framework. 2) In PISA 2009 Framework, Korea students produced low achievement than Shanghai students in sub-categories of "reflection". 3) In PISA 2012 Framework. Korea students attained low performance than Shanghai students in sub-categories of "formulating". Consequently, it gave us insight into the idea that school mathematics in Korea should use authentic context to help students improve their competencies "reflection" and "formulating".

• Journal of Digital Convergence
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• v.15 no.4
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• pp.65-71
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• 2017

With advances in technology, many researchers have made an effort to find out educational methods with customized instruction. The purpose of the research is to investigate i) if flipped learning is beneficial for the students taking intermediate-level English grammar and writing class compared with the traditional class, ii) if the flipped learning class is advantageous for all the score level students in terms of student achievement and iii) if the students feel motivated with the flipped learning class. T-test was utilized to determine any differences between pretest and posttest in student achievement. The result in terms of the academic achievement revealed that the flipped classroom approach for the low score group was found to be the least effective among others. In the case of flipped learning teaching method, the instructor should develop contents according to the level of learners. The development of customized contents tailored to the level of learners will enhance learners' learning achievement.

• The Journal of the Korea Contents Association
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• v.21 no.4
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• pp.773-784
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• 2021

The purpose of this study is to confirm the effectiveness of NCS-based education in the field of hair beauty applied in the educational field and to find ways to improve it. To this end, the importance of each NCS competency unit in the field of hair beauty evaluated by senior hair designers and the achievements of new designers evaluated by the IPA method were analyzed to explore the difference between importance-achievement and improvement plans through this. As a result of the study, NCS education in the field of hair beauty was found to be 6 items for improvement, 21 items for maintenance and strengthening, 14 items for long-term improvement, and 1 item for improvement consideration among the existing 41 competency units. In particular, the lack of creativity and the ability to collect and analyze the latest information, which should be improved urgently, appear, confirming the necessity of efforts to develop creative abilities as hair designers in the NCS education field.

• Journal of the Korea Society of Computer and Information
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• v.14 no.2
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• pp.201-209
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• 2009

According to previous researches about online evaluation in many e-Learning contents, it took too much time and effort to generate test questions for formative or achievement tests using a database as an item pool. Furthermore, it is hard to measure accomplishment of learners for each unit through overall tests provided by existing e-learning contents. In this paper, to efficiently cope with problems described above, the item pool based on Item Form was transformed into Interaction Date Model in Run-Time Environment of SCORM2004. And the contents for the math concepts and principles that students would learn from regular classroom were developed in accordance with SCORM. In addition, Confidence Factor Function was used to take an objective view in measuring the accomplishment of learners through the items automatically generated by LMS(Learning Management System).

• Journal of Industrial Convergence
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• v.21 no.11
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• pp.75-83
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• 2023

This study aimed to identify the effect of academic emotions, learning flow and perceived teaching presence for academic achievement of nursing students in an uncontacted online class learning in the convergence society. The participants were 127 nursing students; data were analyzed using t-test, ANOVA, pearson correlation, multiple regression. It was found that: nursing students showed higher score at academic emotions, higher learning flow, and higher perceived teaching presence, higher score for academic achievement. The main factors influencing academic achievement were academic emotions, learning flow and perceived teaching presence. They explained about 42.7% of the academic achievement. Therefore, when operating uncontacted online classes for nursing students, it is necessary to consider the factors of learners, the personal efforts of the instructor, and systematic support for strengthening the instructor's capabilities.

• Journal of Gifted/Talented Education
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• v.25 no.6
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• pp.905-926
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• 2015

This study examined differences among high, medium, and low achievers' motivation, self-regulation strategy, and learning style in an online gifted program. The sample included 788 middle and high school students who participated in the 3-months online gifted program. Participants volunteerly completed 60 questions on their motivation, self-regulation strategy use, and learning style. Multivariate analysis of variance(MANOVA) was conducted for data analysis using SPSS 19.0. The results of this study showed that (1) as levels of students' achievement increased, levels of intrinsic motivation increased as well; (2) statistically significant differences also existed on the levels of elaboration strategy, effort management, and time management strategy use among three levels of achievement and (3) no significant differences in students' learning style preference were found between competitive or cooperative learning style. To sum up, high achieving students' levels of intrinsic motivation, elaboration strategy, effort management strategy, and time management strategy use were the highest compared to medium and low achieving students.

• Communications of Mathematical Education
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• v.29 no.3
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• pp.423-439
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• 2015

This study examines the relationship between prior learning experience, the high school records, mathematics grade in the KSAT(Korean Scholastic Aptitude Test) and mathematics achievement, GPA(grade point average) of college freshmen. It analyses how much mathematics capacities in the time of high school affect mathematics achievement of college freshmen. This study surveyed 193 freshmen, attending in a college of science and engineering, taking the 'basic differential and integral calculus' lecture, which was opened for the first semester of 2014 in the A university. The data processing was fulfilled by means of technical statistics, correlation analysis, difference test, ANOVA, ex post facto test, and regression analysis. The outcomes of this survey are followings: Firstly, over 90 percent of college freshmen underwent prior learning of mathematics when they attended high school. Secondly, their perception of effectiveness for prior learning is founded to be meaningfully lower than their perception of its needfulness. Thirdly, while there is higher positive correlation between mathematics achievement and GPA in the college, there is little correlation between high school records and GPA in the college. Also, there is little correlation between mathematics grade in the KSAT and mathematics achievement in the college. Fourthly, the accomplishments in the high school(The high school records, mathematics grade in the KSAT) and the efforts, satisfaction, necessity, etc. for prior learning had little effect on academic achievement in college mathematics. Based on these results, this study makes some suggestions for developing academical achievement in college mathematics.