• Communications of Mathematical Education
• /
• v.25 no.3
• /
• pp.593-606
• /
• 2011

We carried out mathematics diagnostic tests for all first year engineering students at C University in Daejeon in 2008, covering precalculus and basic calculus. Then we divided into two classes such as regular and supplementary classes. The supplementary class students are lower 13% students. Then we gave extra classes for these students to support their basic and elementary calculus skills. As a result, these supplementary students received a meaningful accomplishment at the final exam. This paper analyzes the results and effects of various types of supplementary classes such as education by level, and proposes some strategies to enhance mathematics learning, particularly for under achieving first year engineering students.

• Journal of the Korea Society of Computer and Information
• /
• v.28 no.9
• /
• pp.113-120
• /
• 2023

The purpose of this study was conducted to provide scientific data supporting the development of health programs for enhancing adolescents' health, by understanding factors influencing their self-rated health. It conducted a composite sample χ² test of 54,848 adolescents, to understand differences in the self-rated health depending on their sociodemographic characteristics, stress and depression levels, and also implemented a logistic regression analysis, to verify the factors influencing their sense of self-rated health. As a result of the study, Male students were healthier than female students; students with greater scholarly attainments and higher economic levels were more healthier; and students who had less stress and experienced no depression showed higher sense of self-rated health. Therefore, in order to improve the self-rated health of adolescents, it is necessary to continuously manage through the establishment of a customized health promotion program.

• Journal of Practical Agriculture & Fisheries Research
• /
• v.17 no.1
• /
• pp.101-111
• /
• 2015

The purpose of this study is to identify any differences in academic records of students after they got into the Korea National College of Agriculture and Fisheries through the entrance exam. The target group was the students of 1,035 who enrolled from the year of 2012 to 2014 by the exams respectively, and this study compared those first year's records. As a result, this study found that their academic achievements have no significant differences statistically. With regard to the result, we could recognize that the average achievements of students are arithmetically high, who were accepted by admission officer's interview(talented students of agriculture and fisheries) and regular admission procedure to which the scholastic test result is applied. Accordingly, it is more desirable that we should rather focus on measures to improve the admission procedure that could contribute to academic achievements of students who are mostly accepted through the nonscheduled admission. It is pointless to focus on discussion that the achievement of students selected by a particular procedure is low. That kind of criticism proved groundless. Secondly, the study of the correlation between their admission records and after admission records of the freshmen in 2012 shows that a significant difference does not exist whereas those of in 2013 and 2014 has a slightly different statistically, though a coefficient of correlation was a mere 0.17. It account for this result that KNCAF has increased the applied-rate of highschool transcript from 33.3% to 50.0.% in admission procedure from the year of 2013. However, lowering the applied-rate of farming and fishing background is not everything as we consider the graduates' easy settling into rural area. It is a well-known fact that after graduation, the majority of students who have applied for a grace period of the delay in performing the obligation of farming and fishing, and of students who have paid the school expenses back came from ones with no sufficient foothold. This means that we should formulate a supporting policy for the students to settle into rural area smoothly after graduation if we keep the regulation of lowing the applied-rate of farming and fishing.

• Journal of Convergence for Information Technology
• /
• v.8 no.3
• /
• pp.25-32
• /
• 2018

This descriptive research is to find communication ability, general and social self-efficacy, and academic achievement in peer collaboration subject of nursing freshmen. The data were analyzed by SPSS/WIN 19.0. The communication ability was higher in the extroverts and high discussion preference ones(p=.01), females' social self-efficacy were higher than males'(p=.03), the general and social self-efficacy of the 'introverted' and 'middle' groups were higher than the extroverts'(p=.01). The social self-efficacy on the 'middle high', 'middle' and 'middle low' of self-evaluated school grades groups were higher than 'high' one's, even the academic achievement of 'high' group was the most(p=.01). There were negative correlations between communication ability and self-efficacy, and between social self-efficacy and academic achievement. And social self-efficacy affected on the academic achievement in peer collaboration subject($R^2=0.058$, p<.05). These results can be used as a basis for developing guidelines of nursing freshmen who have to complete a lot of theoretical and practical courses in university.

• The Mathematical Education
• /
• v.58 no.1
• /
• pp.101-120
• /
• 2019

The goal of this study was to apply an expectancy-value model(Wigfield & Eccles, 2000) to explain changes in six multi-ethnic students' achievement motivation in mathematics during sixth (2012) to eighth (2014) grades. In order to achieve this goal, we used narrative research methods. Although individual students' achievement motivation and mathematics related life experiences differed, there are some common factors influencing their motivation development, especially (a) roles played by parents and teachers; (b) assessment of peers' competencies; (c) past learning experiences related to mathematics curriculum; (d) perception of the relationship between mathematics competency and other subjects; (e) home backgrounds; and (f) perceived task values. In this study, we achieved some insight into why some multi-ethnic students are willing to study hard to get good scores while others are uninterested in mathematics, and why some multi-ethnic students are likely to pursue new mathematical tasks and persist despite challenges, while others easily give up studying mathematics in the face of adversity. We argue that in order to increase and sustain multi-ethnic students' achievement motivation, educators and parents should recognize that motivation is contextually formulated in the intersection of current people, time, and space, not a personal entity formed in an individual's mind. The findings of this study shed light on the development of achievement motivation and can inform efforts to develop multi-ethnic students' positive motivation, which might influence their mathematics achievement and success in school.

• Communications of Mathematical Education
• /
• v.37 no.3
• /
• pp.393-417
• /
• 2023

The necessity of this study was to improve academic achievement and math attitudes through leveled reciprocal peer learning, and the specific purpose was as follows. First, each unit seeks to select learning methods and contents for each level of class for reciprocal peer learning, second, develop activity sites for each level through curriculum analysis, and third, improve academic achievement and math attitudes through classes that apply reciprocal peer learning activities. The study was conducted on 60 second graders of 00 High School in 00 Metropolitan City. Two classes were selected for the midterm exam results for the first semester of the second grade. Class 1 was divided into the experimental group and the other class 1 was divided into the comparative group, and 13 classes were conducted for about 2 months from May 1 to July 4, 2020. The experimental group (30 students) was a class that applied leveled reciprocal peer learning activities, and the comparative group (30 students) was a class that was taught based on traditional textbooks. As a result of this study, first, in this study, it was possible to improve academic achievement and math attitudes by setting learning contents for each unit and applying reciprocal peer learning activities for each level. Second, the experimental group taught by applying leveled reciprocal peer learning activities was effective in academic achievement and math attitudes compared to the comparative group taught based on traditional textbooks to students in the upper, middle, and lower groups. Third, in the class applying leveled reciprocal peer learning activities, low-level students who were neglected in math classes were also interested in the class and actively participated in it, showing improvement.

• Journal of the Korean School Mathematics Society
• /
• v.18 no.3
• /
• pp.281-309
• /
• 2015

The purpose of this study is provides an implication of further teaching learning process by analyze the common and difference and characteristic of mathematical self-efficiency between three peer tutoring groups discourse in the mathematical teaching leaning process that use peer tutoring. To achieve this goal, three groups formed that consist of one peer tutor who received a first grade of mathematic achievement and one peer student. Peer student of each group is divided into high grade, middle grade, low grade of mathematic achievement. Then analyze the discourse in the exponential function problem solving process. Based on the results of study, this paper provides a concrete example of merit of peer tutoring on the peer tutor. Result of study also provides a practical help to make a peer tutoring group by considering a difference of grades between peer tutor and peer student. Because there is a possibility of mutual discourse on the tutoring group that consist of similar grades.

• Journal of The Korean Association For Science Education
• /
• v.22 no.4
• /
• pp.872-881
• /
• 2002

Student questioning is included in the priority of science literacy, to enable students to solve problems by exploring questions, communicating and constructing knowledge(AAAS, 1989). Also, the essence of student questioning in science lies in its function as a link between thinking and learning. But educators did not pay much attention to students' questioning in Korea. The purpose of this study was to investigate the effects of science question enhancement instruction on students' science questioning level and achievement. Also, this study showed the effects of other variables(logical thinking, science achievement, interest, and gender) on students' science questioning level. The pretest-posttest control group design group design was used. The sample was consisted of 80 second grade middle school students in experimental group(Science question enhancement instruction) and 74 students in control group(Traditional learning). Students in both groups were received identical content instruction on the unit 'Structures and functions of plant'. These groups were treated for 15 hours during 6 weeks. Students' questions were rated using the four levels described by the Middle School Students' Science Question Rating Scale(r= .96,)(Cuccio-Schirripa & Steinner, 2000). Science achievement data were collected using a 17 item multiple choice test(Cronbach ${\alpha}$= .84). To investigate students' logical thinking ability, a abridged GALT(Cronbach ${\alpha}$= .69) was used. Five-way ANOVA, ANCOVA, and multiple regression analysis were used to analyze the results. The results indicated that students who received instruction on researchable questioning outperformed those students who were not instructed on high-order questioning(p< .01). Results of correlations indicated that instruction(r= .640), science achievement(r= .311) and logical thinking ability(r= .212) was significantly and positively related with students' questioning level. But, interest and gender did not show any significant correlation with students' questioning level. Science question enhancement instruction was more effective on science achievement than the traditional instruction(p< .01).

• The Journal of the Korea Contents Association
• /
• v.14 no.12
• /
• pp.1010-1020
• /
• 2014

This study intended to compare and analyze the difference between resilience and academic stress of juveniles depending on having experience in participating in the camp, and furthermore, to analyze how the camping participation degree of juveniles affect resilience and academic stress. To do so, this study selected teenagers as a population among camping ground users located in Chungcheong and Kyunggi region in 2014, sampled out total 300 participants of 150 camping participants and 150 non-participants using purposive sampling method, then selected final 295 subjects for the final analysis. Validity and credibility of questionnaire were verified through factor analysis and reliability analysis. For data processing, the t-test and multiple regression analysis were used using SPSSWIN 18.00 program. Conclusions are as follows. First, the camp participant group of juveniles showed higher resilience than the non-participant group. Secondly, it was identified that among camping participation degree of juveniles, the resilience of positivity decreased when the length of stay was longer. Thirdly, the camp participant group of juveniles showed lower academic stress than the non-participant group, but did not who significant difference statistically. Fourthly, the school record stress and assignment stress decreased when the participation degree, the length of stay, among camping participation degree of juveniles was longer. Fifthly, it was identified that the better the resilience strengthened by participating in the camp, the academic stress decreased.

• Journal of the Korea Academia-Industrial cooperation Society
• /
• v.18 no.12
• /
• pp.213-221
• /
• 2017

This study was conducted to identify professional self-concept, academic self-efficacy and department satisfaction among 327 nursing students to determine whether professional self-concept or academic self-efficacy has an impact on department satisfaction. Data were collected from May 29 till June 12, 2017 and subjected to frequency and percentage, mean and standard deviation, t-test, ANOVA, Scheffe's test, Pearson's Correlation Coefficient, and multiple regression analyses using SPSS version 22.0. The results revealed that purpose of admission to school, relationship with peers, and academic achievement significantly influenced professional self-concept, academic self-efficacy and department satisfaction, whereas gender, age, and religion did not. Additionally, there was a positive correlation between professional self-concept, academic self-efficacy, and department satisfaction. The factor that had the greatest impact on department satisfaction was professional self-concept, although academic self-efficacy and consideration of aptitude for major were also significant influencing factors. Overall, the results indicate that there is a need to develop and apply a variety of programs that can be used to increase professional self-concept to increase department satisfaction among nursing students. Accordingly, further studies are needed to increase academic self-efficacy among students and consider aptitude when admitting students.