• Journal of Korea Entertainment Industry Association
• /
• v.13 no.8
• /
• pp.551-561
• /
• 2019

The purpose of this study was to investigate the relationship between entrance exam stress and oral care self-efficacy in girls high school. From June to July 2018, A self-reported questionnaire was administered to 192 high school students in the G area. The data were analyzed for independent t-test, one-way ANOVA and Pearson's correlation coefficient by using SPSS/WIN 21.0 program. Among the sub-sectors of entrance exam stress, exam tension/poor was the highest with 3.07 points, followed by Insufficient spare time stress 2.83 points, future uncertainty stress 2.57 points, and parent pressure stress 2.44 points. the variables related to exam tension/poor stress were academic performance (p<.01), family income level (p<.05), Subjective oral health status(p<.05), and daily brushing frequency(p<.01). The highest level of oral care self-efficacy was 3.13 points for brushing self-efficacy, followed by dental visits 2.80 points and interdental hygiene 2.64 points. As a result of analyzing the general characteristics and oral care self-efficacy, subjects related to brushing self-efficacy were subjective oral health status, caries snacking(daily), and caries drinks(daily)(p<.01). There were negative correlations between entrance exam stress and oral care self-efficacy. The higher the entrance stress, the lower the oral care self-efficacy. To prevent oral disease and increase oral care self-efficacy of students with high entrance stress, it is necessary to provide school oral health education programs that can facilitate oral health behaviors.

• Journal of Digital Convergence
• /
• v.12 no.1
• /
• pp.549-553
• /
• 2014

This study is a report of an intensive ESP(English for Specific Purposes) program conducted for the College of Economic students in Korean University. This is planned for the students to enhance their English achievement in comprehending the subject contents which they would learn in the near future. In order to determine whether the course helped the students enhance their English achievement or not, a pre and post test were taken, one at the beginning of the semester and the other at the end of semester. The result of the test shows that this program benefits relevant students, especially lower level students. In accordance with a general accepted view, the English for Specific Purposes(ESP) program is generally targeted for students who expect to learn the basic knowledge of English through mediated courses. Since students already have specific purpose of studying for their major courses, their motivation and interest in the course are higher than the students who don't have any specific purpose. Therefore, this study shows that the students who took English for Specific Purposes(ESP) had higher motivation and interest to study English related to their major courses as the test results were higher than before they had taken the English for Specific Purposes (ESP) program.

• Proceedings of the KAIS Fall Conference
• /
• 2010.11b
• /
• pp.897-900
• /
• 2010

본 연구에서는 해부학 실습 교육과정에 해부설명회를 도입에 따른 의학전문대학원생들의 자기평가요인(만족도, 전공 연계성, 운영 적절성, 의사소통)과 학업성취도와의 상관관계를 분석하였다. 2008-2009학년도 1학기 해부학 실습 교육을 받은 의학전문대학원생들(n=102)이 일부 수업시간을 활용하여 해부설명회에 참가하였고, 보건 의료 계통의 학부생들에게 사체를 활용하여 인체 구조에 대한 설명과 토론을 마친 후 설문지와 소감문을 작성하게 하였다. 이를 바탕으로 자기 평가 요인들을 분석하였고, 2008-2009 학년도 해부학 성적과의 상관관계를 조사하였다. 설문 대상자의 일반적 특성에 따른 자기 평가 요인을 분석한 결과, 성별, 연령, 과거 경험 유무 등의 일반적 특성과 상관없이 만족도, 전공 연계성, 운영 적절성, 언어적 및 비언어적 커뮤니케이션 모두에서 높은 수치를 나타내었다. 자기 평가 요인 중 학업성취도와 높은 상관관계를 갖는 요인은 언어적 커뮤니케이션이었다(p<0.05). 또한 언어적 커뮤니케이션은 비언어적 커뮤니케이션과도 높은 상관관계를 가졌다(r=0.580, p<0.01). 결론적으로 커뮤니케이션 기법을 활용한 해부설명회의 도입은 의전원 학생들에게 심화 학습의 기회를 제공하였고 학습동기를 유발시키며, 적극적인 학습태도를 갖게 하였다. 아울러 커뮤니케이션에 대한 중요성을 깨닫게 되었고, 타 전공자와의 상호교류를 통한 학문적 이해의 폭이 확대되었음을 확인하였다. 본 연구 결과를 바탕으로 진행과정에 나타난 문제점을 보완하고 개선한다면 해부학 실습의 개선 방안으로서 해부설명회의 활용가치가 충분하다고 판단되었다.

• Proceedings of the KAIS Fall Conference
• /
• 2011.05b
• /
• pp.800-801
• /
• 2011

최근 건강-의료 분야의 학과 신설 및 전공자가 급격하게 늘어남에 따라 해부학 교육의 질적 향성 및 학습자의 학습효과 증진을 도모하기 위해서는 새로운 강의방식의 도입이 필요하다. 따라서 본 연구는 해부학 교육에 있어 면대면 강의에 사용한 내용을 바탕으로 가상강의 컨텐츠를 자체개발하였고, 2007-2009년 간호학과 및 스포츠과학부의 전공필수 과목인 해부학 강의를 가상강의 방식으로 실시하였다. 이 과목을 수강한 2개 학과 231명을 대상으로 강의 종료 후 가상강의실 게시판 및 컨텐츠 활용 빈도, 개별 설문조사, 학기말 성적을 확보하여 가상강의실 활용도, 만족도 및 학업성취도 상호간의 상관관계를 분석하였다. 학생들의 만족도, 난이도, 흥미도, 평가의 적절성, 전공연계성 등에서 긍정적인 평가를 받았다. 또한 가상강의실의 로그인 횟수와 게시판에 대한 학생들의 만족도가 높게 나타났다. 학업성취도는 난이도 (r=0.411, p<0.01)와 높은 상관관계를 나타내었고, 만족도-흥미도(r=0.407, p<0.01), 만족도-전공연계성 (r=0.507, p<0.01), 흥미도-전공연계성 간에도 높은 상관관계를 보였으나 흥미도-전공연계성(r=0.474, p<0.01) 등에서 높은 상관관계를 나타내었다. 결론적으로 본 연구를 통해 건강-의료 분야의 전공자뿐만 아니라 다양한 분야에서 폭넓게 요구하고 있는 해부학 강의수요를 효과적으로 흡수함과 아울러 해부학교육에 있어 새로운 지평을 열수 있는 가상강의에 대한 연구로서, 향후 해부학 교육에 있어 충분한 활용가치가 있는 효과적인 교수법이 될 것으로 사료된다.

• Journal of the Korea Convergence Society
• /
• v.9 no.10
• /
• pp.561-569
• /
• 2018

The purpose of this study was to apprehend the relationship among self-resilience, critical thinking disposition and academic self-efficacy of nursing student and confirm the influential factors to self-leadership. This study was a descriptive investigation research that conducted data collection through structural survey targeting sophomores from nursing college. As the result, the most influential factor to self-leadership of nursing student was GPA (Grade point average) from last semester followed by critical thinking, necessity of self-leadership program and age, and these variables explained 28.4% of self-leadership of nursing students. Based on the results of this study, we recognize the necessity of self-leadership of nursing students and expect to develop self-leadership program considering general characteristics.

• Journal of the Korean School Mathematics Society
• /
• v.12 no.2
• /
• pp.171-193
• /
• 2009

Although Korea students have been showed the top academic achievement in the international evaluation test for mathematics academic achievement, they have the low confidence, low interest and unwelcome attention about mathematics. In order to change student's affective aspects about mathematics, we introduced the problem based learning(PBL) method which is based on constructivist learning theories. By applying PBL to the middle and high class students, we investigated the effect of PBL on the students' academic achievement and mathematical attitudes. The study shows that there are the statistically significant differences between a control group and a comparison group both in academic achievement and mathematical attitudes.

• The Journal of the Korea Contents Association
• /
• v.21 no.10
• /
• pp.1-10
• /
• 2021

Log data accumulated in the Learning Management System (LMS) provide high-quality information for the learning process of students. Until now, various studies have been conducted to predict students' academic achievement using LMS log data. However, previous studies were based on relatively small sample sizes of students and courses, limiting the possibility of generalization. This study developed and validated a deep neural network model for the early prediction of academic achievement of college students using massive LMS log data. To this end, we used 78,466,385 cases of LMS log data and 165,846 cases of grade data. The proposed model predicted the excellent-grade students with a high level of accuracy from the beginning of the semester. Meanwhile, the prediction accuracy for the moderate and underachieving groups was relatively low, but the accuracy improved as the time points of the prediction were delayed. This study is meaningful in that we developed an early prediction model based on a deep neural network with sufficient accuracy for practical utilization by only using LMS log data.

• Journal of the Korea Society of Computer and Information
• /
• v.27 no.4
• /
• pp.127-136
• /
• 2022

In this paper, I propose the level of satisfaction with online classes of nursing students and its influencing factors. The participants was 175 nursing students who had enrolled in H university located at Chungcheongbuk-do. The data was collected using a questionnaire which consisted of satisfaction with online classes, learner's efforts, instructor's efforts, interpersonal interaction, and university's supports. The mean score for satisfaction with online classes(scores ranged form 1 to 5) was 3.99. The influencing factors of satisfaction with online classes were intention of using online(p<.001), academic achievement(p=.003), instructor's effort(p=.038), and evaluation of class and management(p=.044), and its explanatory power was 50.2%. The most important things to improve online learning were instructor in problem of operation and server capacity and sound in problem of techniques. Based on the theses results, in order to increase satisfaction with online classes, it is needed to develop strategies to improve intention of using online and academic achievement. Also, instructor's efforts and university's active supports were considered to increase satisfaction with online classes among nursing students.

• The Journal of the Convergence on Culture Technology
• /
• v.8 no.6
• /
• pp.167-174
• /
• 2022

The purpose of this study was to determine the degree of undergraduate nursing student adaptation to college life who experienced a non-face-to-face semester due to COVID-19 and investigate the factors that influenced that adaptation. Methods: Nursing students were surveyed from March 1 through 31, 2021; and data from 127 respondents were analyzed. For data analysis, stepwise multiple regression analysis was performed using the SPSS WIN 20.0 program. Results: Nursing student adaptation was explained by Stress (β=-.36, p<.001), Ego-resilience (β=.29, p<.001), satisfaction with nursing major (β=.16, p=.017), Performance (β=.17, p=.022) and Personal relations (β=.14, p=.037); and, the explanatory power of these variables was 43.5%. Conclusion: As the interaction changed from non-face-to-face space to face-to-face space due to distance learning, it was found that Stress, Ego-resilience, and satisfaction with the major had an effect on college life adaptation.

• Journal of Practical Engineering Education
• /
• v.14 no.2
• /
• pp.333-339
• /
• 2022

In this study, we study the effects of note-taking skills on students' academic performance, satisfaction, and concentration, and immersiveness when students are taking online classes. The Cornell note format was used for the note-taking skills. The survey result shows that note-taking skills in online class increase students' diligence, participation, and concentration. We find a strong positive correlation between the number of Cornell note submission and academic performance, and we show that the association between two is a statistically significant by using simple/multiple regression analysis. The multiple regression result shows that one unit increase in the Cornell note submission is associated with the increase in 0.253 midterm score on average. In addition, one unit increase in the Cornell note submission is associated with increase in 0.287 final exam score on average. Further, we conduct bootstrapping regression as a robustness test and show that the results are consistent with the simple/multiple regression results. These analyses show that Cornell note taking skills in online classes can be beneficial for students to improve the quality of their learning.