• The Journal of the Korea Contents Association
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• v.21 no.11
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• pp.826-839
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• 2021

The purpose of this study was to provide instructional implications for synchronous online learning at universities by examining variables that influence the outcome of synchronous online learning and investigating the relationships of the variables. To achieve the purpose, self-regulated learning, social presence, learning engagement and perceived academic achievement were measured by 123 university students who had taken synchronous online learning for spring semester in 2020. The collected data were analyzed through SPSS and SPSS PROCESS macro. The results were as follows. First, self-regulated learning and learning engagement significantly predicted perceived academic achievement while social presence did not. Second, self-regulated learning had a direct effect on perceived academic achievement and had an indirect effect on perceived academic achievement through learning engagement. Third, social presence did not have a direct effect on perceived academic achievement, but had an indirect effect on perceived academic achievement through learning engagement. The implications based on the results were suggested.

• Journal of Digital Convergence
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• v.19 no.12
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• pp.617-626
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• 2021

This study was conducted to explore self-directed learning, learning flow, academic self-efficacy and academic achievement on nursing students and to investigate the major factors that influence academic achievement. Data were collected from October 15 to 19, 2021, data were analyzed utilizing the SPSS WIN 21.0 program. Participants in this study were 145 students of the college in J city. As a result of the study, self-directed learning was 3.67±0.65 points out of 5, learning flow was 3.35±0.76 points out of 5, academic self-efficacy was 3.43±0.94 points out of 5, and academic achievement was 3.85±1.13 points out of 5. The relationships between self-directed learning, learning flow, academic self-efficacy and academic achievement showed significant positive correlations. As a result of multiple regression analysis, factors influencing the academic achievements of nursing students were found to be learning flow and academic self-efficacy. Therefore, in order to increase academic achievement in nursing college students, it is necessary to develop educational programs to increase the academic self-efficacy, and to continuously check the effect.

• The Journal of the Korea Contents Association
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• v.13 no.11
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• pp.1014-1023
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• 2013

Rapid developments of Information and Communication Technologies(ICT) have made people learn with online contents allowing learning at onilne universities. The environments of offering educational contents at online universities differ from those at offline-based ones, so that alternative variables need to be considered in order to enhance learning effectiveness in online settings. In this study, the effects of Self-Regulated Learning(SRL) and motivation on learner-instructor interactions and academic performance in an online university were addressed. As a result, SRL and motivation not only directly affected both interactions and achievements, but also indirectly affected achievements via interactions. Also, learner-instructor interactions were directly effective on learning achievements. The implications of the research included comprehensive understandings of the structural relationships of teaching- and learning-related variables on learning. Suggestions were made based on the results.

• The Journal of the Convergence on Culture Technology
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• v.8 no.4
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• pp.99-106
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• 2022

The purpose of this study was to investigate the effect of academic stress, department satisfaction, interpersonal relationship satisfaction of academic achievement in female nursing students. Data were collected from 159 female nursing students in B city and analyzed by t-test, ANOVA, Pearson correlation coefficient, and multiple regression using SPSS/WIN 22.0. The degree of academic achievement in female nursing students was 3.74±0.84. There were significant differences in academic achievement with career plan (t=2.672, p=.008), There was negative correlation between academic achievement and academic stress (r=-.371, p<.001), positive correlation between academic achievement and department satisfaction (r=.472, p<.001), interpersonal relationship satisfaction (r=.301, p<.001). The factors affecting academic achievement of the study subjects were academic stress (β=-.262, p<.001), department satisfaction (β=.403, p<.001), with an explanatory power of 26.3%. Through the result of this study, it is necessary to development various program that can improve academic achievement in female nursing students.

• Journal of Digital Convergence
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• v.11 no.10
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• pp.719-730
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• 2013

The English Conversation class as a required course in S university is designed as blended learning to reinforce English education. To identify the influence of this blended learning on its students' achievement, the research about what variables are related with it was conducted. Data analysis indicates that gender, major, military service, overseas stay, face-to-face attendance, quiz, and online attendance have an effect on the student achievement. However, the students' style of online learning--study place, study time, and study frequency--doesn't have any relationship with their achievement. Their satisfaction with the online study was questioned in the three areas such as instructor, contents, and system, among which only the 'system' area has an influence on their achievement.

• The Journal of the Convergence on Culture Technology
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• v.7 no.4
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• pp.511-517
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• 2021

This study is a descriptive investigative study to correlate of learning flow, self-directedness, self-regulated learning ability and learning achievement of nursing students who in non-face-to-face learning environment. The subjects of the study were 179 nursing college students based in B, G city, who collected data from September to October 2021. The data analysis used the SPSS 24.0 program and performed descriptive statistics and correlation analysis. As a result of the study, the average learning flow was 38.54±7.87 points, self-directedness was 134.83±19.81 points, self-regulated learning ability was 42.93±5.98 points and learning achievement was 15.03±2.56 points. The relationships among learning flow, self-directedness, self-regulated learning ability, and learning achievement showed significant positive correlations. Therefore, strategies to increase the learning achievement of nursing college students in a non-face-to-face environment, and environmental improvement and institutional support to increase learning flow are needed.

• Journal of the Korean Data and Information Science Society
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• v.22 no.2
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• pp.297-311
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• 2011

This study is about research into 'National Assessment of Educational Achievement (NAEA)' and 'College Scholastic Ability Test (CSAT)' in 5 metropolitan cities and analysis of the result. The objects of study are the materials of mathematics grade of NAEA from 2003 to 2009 and mathematics items of CSAT from 1994 to 2010. The contents of the study are followings. First, the trends of mathematics score of NAEA in elementary, middle and high school is analyzed according to gender, establishment type and the type of school. Second, the trends of CSAT is analyzed according to gender and line (cultural science line or natural science line). Also the trends of application number for cultural science line and natural science line. Third, the trends of the achievement test score of 6th grade in elementary school, third grade in middle school, first grade in high school and the CSAT score in third grade in high school for the same group is considered.

• Journal of the Korean School Mathematics Society
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• v.17 no.2
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• pp.193-205
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• 2014

This study examined the effect of coaching based on private tutoring on students' learning ability and academic achievement in university mathematics education. Those in the coaching group showed statistical significance in academic achievement compared to those in the non-coaching group. In addition, the coaching was found to be more effective for those with poor academic performance or women than those with excellent academic performance or men respectively. Due to limitations on survey time and number of respondents, it is difficult to draw a general conclusion about the effect of coaching in university mathematics education. Still, it is significant that the study applies coaching as a method to teach students university mathematics for the first time and the results are in consistent with those of previous studies on other subjects.

• Journal of Digital Convergence
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• v.17 no.4
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• pp.13-18
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• 2019

The purposes of the present study were finding out educational implications and enhancing the efficient use of computer-based assessments (CBA) in class designes. This paper examined associations of CBA perceptional typology, academic achievement, personality, and computer efficacy. Participants were fifty senior students who took more than 50% of CBA classes in a university that introduces online learning-based system (LMS) with CBA. As a result, there were significant differences between CBA types and GPA and between CBA types and personality. In other words, the CBA adjustment type showed the highest GPA score and CBA dissatisfaction/paper test preference type showed the lowest GPA. Similarly, in terms of personality, CBA adjustment typology was significantly higher conscientiousness than other types. CBA dissatisfaction type had the lowest score of conscientiousness. In addition, the higher the level of conscientiousness, agreeableness and neuroticism, the higher the GPA score. This study is meaningful in that it is the first attempt to seek links CBA type with academic achievement and personality.

• Industry Promotion Research
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• v.8 no.4
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• pp.81-89
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• 2023

This study aims to provide basic data to increase the happiness of college students by verifying whether a growth mindset moderates the mediating effect of teachers' autonomy support for students in the relationship between academic achievement and happiness. The survey subjects were intentionally sampled from 396 engineering students attending a university in Guangzhou who performed a business practice project. The questionnaire method was used to collect data, and the collected data was analyzed using SPSS PC+ Win. 27.0 and PROCESS macro 4.2. The applied statistical techniques were frequency, reliability, correlation, and moderated mediation effect analysis. The research results are as follows. First, there was a significant positive correlation between academic achievement, teachers' autonomy support, growth mindset, and happiness. Second, a growth mindset played a role in increasing the impact of academic achievement on happiness through teachers' autonomy support. Therefore, it was confirmed that a growth mindset increases the mediating effect of teachers' autonomy support in the relationship between academic achievement and happiness. Based on the research results, measures to improve the happiness of college students were suggested.