• Korean Journal of Comparative Education
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• v.24 no.5
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• pp.127-152
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• 2014

Supplemental Educational Services (SES) are government initiated tutoring services to strengthen basic skills of academically underachieving students and thus close achievement gaps among students. Recently, however, the direction of SES has shifted its gear away from the test-driven accountability system in the United States (US) and Korea. Based on related literature, official documents, and statistics data, this study investigates major aspects of SES in the US and Korea, suggesting implications for future SES in the two countries. Major findings illustrate; 1) SES both in the US and Korea aim to serve students with underachievement yet place a primary emphasis on academics, 2) the US and Korea show contrasting results of SES in students' academic achievement, 3) the US and Korea use different approaches in selecting SES participants, which is closely related to equality in educational opportunities, 4) the major difference between the US and Korea is the openness of real markets for SES. Based on these findings, this study proposes practical implications for future SES in Korea and the US.

• Journal of Digital Convergence
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• v.20 no.2
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• pp.499-509
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• 2022

This study was conducted to understand the effect of health assessment practical education on class participation, problem-solving process, academic self-efficacy, and academic achievement of nursing students. This study used a nonequivalent control group pretest-posttest design. The participants were 69 nursing university students located in C city. Data were collected on two separate occasions before and after the application of the program from February 2021 to July 2021. Data were analyzed by chi-square test, independent t-test, and ANCOVA using SPSS WIN 23.0. There were significant differences in class participation(F=15.003, p<.001), academic self-efficacy(F=13.288, p=.001) and academic achievement(F=19.755, p<.001) between the experimental group and the control group. In the problem-solving process, the experimental group was significantly higher than the control group in decision-making(F=6.948, p=.010), applying the solution(F=6.232, p=.015) and evaluation-reflection(F=5.364, p=.024). It is necessary to expand case-based learning to increase the problem-solving process, class participation, academic self-efficacy, and academic achievement of nursing students.

• Journal of Family Resource Management and Policy Review
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• v.26 no.1
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• pp.27-42
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• 2022

This study was conducted to examine the resources that influence the choice of drop-out students' reentry to school. A total of five years of panel analysis of 2,553 drop-out teenagers from 2013 to 2017 were utilized. In order to verify the resources that affect the choice of school reentry of teenagers with experiences of suspension of studies to formal middle and high school after July 2012, this study analyzed drop-out teenagers' family resources as well as their psychological, mental, and social-relationship resources. A crossover analysis, t-test, and hierarchical logistic regression analysis were conducted. The major outcomes of this study are as follows: First, the socio-demographic variables among the resources that affected the choice of reentry for school of teenager children were the type of family and number of moves to a new house. Second, the psychological and sentimental variable that affected the choice of school reentry was a decreasing level of positive recognition of the situation of suspension of studies combined with depression, impulsiveness, and perceiving society as one that discriminates based on the level of education. Third, significant family resource variables were the type of family form and parents providing economic support, which is a subfactor of parental attachment. Fourth, the presence of a mentor as a helpful social-relationship resource had a significant effect on relational resources. This study is significant in the sense that the positive family resources that affect the choice of school reentry of drop-out teenage students were determined, and the positive directivity of supportive family resources is presented for parents with teenage children experiencing a suspension of studies.

• 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.

• Korean Journal of Culture and Social Issue
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• v.14 no.1_spc
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• pp.299-317
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• 2008

The school drop-out among the youth has grown to become a serious social problem since about 2000 and calls for an attention to its seriousness. Therefore, this study reviewed the statitistical reports and the previous empirical findings on the school drop-out and integrated to establish a comprehensive understanding of this social phenomenon. The main concepts and terminologies on school drop-out, the current statistics, the possible causal factors and the usual trajectory the youth take after dropping-out of school were discussed to conceptualize the issue. Analyses indicated 12 characteristics of the students who dropped out of school. Those 12 characteristics were restructured according to the ecological conceptual model. The social instability and the financial crisis in the 1990's has eroded the stability of the primary environments of adolescents such as family and school. The family breakdowns from divorce and other reasons weakened psychological and financial support for adolescents. The diminished authority of teachers and school over students exposed conflicts between teacher and students, students' loss of purpose and interest in academic attainment. The adolescents showed emotional reponses like increased level of depression, helplessness, aggression, indicated cognitive reponses such as the loss of purpose and interest in studying, a heightened sense of uncertainty of the future, and behavioral responses like sexual acting out behaviors, and bullying. The unmet psychological needs of adolescents result in run-away and school drop-out behaviors, which in turn progress into juvenile delinquency as the society fails to provide adequate and appropriate guidance and interventions. The intervention strategies at the national level were proposed and the limitations of the study were discussed.

• Journal of Korean Home Economics Education Association
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• v.19 no.4
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• pp.57-74
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• 2007

The purpose of this study was to investigate differences in adolescent's academic motivation, which is composed of intrinsic learning motivation and extrinsic learning motivation, by family strengths and parent's expectation styles. The subject of this study were 508 students who were selected at random from second, and third grade of middle school in Daegu. Factor analysis and MANOVA were employed for data analysis and Scheff test for post - hoc analysis. The main findings of this study were as follows: First, there were significant differences in learning motivation of adolescents according to the degree of family strengths. More specifically, adolescents who perceived their family strengths to be high had higher intrinsic learning motivation than adolescents who perceived their family strengths to be middle and low. Second, there were significant differences in intrinsic learning motivation of adolescents according to the parent's academic expectation styles. Adolescents who perceived their parent's academic expectation styles paternal support-maternal support, paternal pressure-maternal support, and paternal support-maternal pressure showed higher intrinsic learning motivation than adolescents who perceived their parent's academic expectation styles paternal pressure-maternal pressure. Third, there were significant differences in intrinsic learning motivation of adolescents according to the parent's academic expectation styles and the degree of family strengths. In adolescents group who perceived their family strengths to be low, adolescents who perceived their the parent's academic expectation styles to be paternal support-maternal support, paternal pressure-maternal support and paternal support-maternal pressure had higher intrinsic learning motivation than adolescents who perceived their the parent's academic expectation styles to be paternal pressure-maternal pressure.

• Journal of the Korean School Mathematics Society
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• v.17 no.1
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• pp.109-121
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• 2014

The object of this research provides the empirical case about the clinic as meaning the supplement learning and mentions the necessity in the university mathematics. The mathematics clinic is comprised of the tutoring and the problem solving. The purpose of the tutoring, it does with the main value the interaction learning among members to exceed the individual-centered learning form, is increase the academic achievement. In the case of the problem solving, the goal is to give the motivation that they can solved by oneself. The effects that mathematics clinic reaches to the academic achievement were tested from the operation case of H university. In the results, two-programs were meaningfully improved the academic achievement and particularly this effect was excellent in the students participating two programs altogether. In addition, the problem solving reached the immediate effect on the academic achievement more than the tutoring program.

• Journal of Digital Convergence
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• v.17 no.12
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• pp.67-75
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• 2019

This study was conducted to analyze the effects of mathematics classes using engineering tools on students' mathematics academic achievement and mathematics learning attitude, focusing on the basic figure and drawing sections of the first grade of middle school. Eighty students of first-grade at H Middle School in South Gyeongsang province were divided into two groups, taking a total of six weeks of classes using engineering tools(Algeomath) and traditional tools, and covariate analysis(ANCOVA) was used to analyze students' mathematics academic achievements and changes in mathematical learning attitude. The analysis found that classes using engineering tools were effective in students' mathematics academic achievements and attitude of learning math. Based on the results of the study, the necessity of utilizing various engineering tools in the future secondary school math class and the prospect and implications of the classes were discussed.

• Asia-Pacific Journal of Business Venturing and Entrepreneurship
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• v.14 no.3
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• pp.85-95
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• 2019

The purpose of this study was to analyze the relationship between the service quality of entrepreneurship education, academic self - efficacy, and learning commitment in college students. The results of the study are summarized as follows. First, the difference of entrepreneurship education with professors of entrepreneurship education has a significant influence on the learning commitment, and the operation of entrepreneurship education has no significant influence. Second, the difference of entrepreneurship education and the operation of entrepreneurship education have a significant effect on academic self - efficacy, while the entrepreneurship professional instructor has no significant influence. Third, academic self - efficacy has a significant effect on learning commitment. Fourth, in the relationship between the service quality of entrepreneurship education and learning commitment, the academic self-efficiency was found to have a mediated effect.

• Journal of the Korea Convergence Society
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• v.10 no.10
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• pp.143-151
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• 2019

Grit, defined as "perseverance and passion for long-term goals", is a known personality trait that successfully predicts high performance in various fields. In spite of extant evidence of the effectiveness of grit, research has not yet clarified the relationship between grit and conscientiousness, a highly correlated personality trait. In this study(N = 355), we examined the effect of grit and conscientiousness on academic achievement, mediated by self-determination motivation. As a result, grit and conscientiousness both predicted academic performance, and intrinsic motivation mediated these relationships. However, conscientiousness no longer related with motivation and academic achievement when grit was controlled for, whereas grit maintained its relationship with motivation and achievement even when conscientiousness was controlled. This result indicates that although the two psychological concepts overlap to some extent, grit has a unique motivational and behavioral effect that distinguishes it from conscientiousness. The present study expands the current understanding of grit with its comparison between grit and conscientiousness. We suggest future research ought refine the grit scale to establish its discriminant validity.