• The Journal of the Korea Contents Association
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• v.18 no.3
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• pp.215-227
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• 2018

Research on ways to improve e-learning effectiveness has been actively conducted due to the increased numbers of web-based e-learning learners. Of many variables related to e-learning effectiveness, self-regulated learning strategy and presence have been reported as major factors that influences academic achievement in e-learning settings. The purpose of this study was to investigate the effect of self-regulated learning strategy and presence on academic achievement in web-based e-learning. In addition, this study tried to provide useful basic data for successful support and design of e-learning by verifying the mediating effect of these variables. As a result, it was verified that teaching presence and social presence have mediating effects in the relationship between self-regulated learning strategy and perceived achievement in web-based e-learning. Moreover, subjective perception of student's academic achievement played a mediating role between learners' perceived presence and academic achievement. Through this study, it is verified that it is necessary to search for ways to improve the level of learners' teaching presence and social presence in web-based e-learning design in order to eventually improve academic achievement.

• Journal of The Korean Association For Science Education
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• v.33 no.5
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• pp.952-962
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• 2013

The purpose of this study was to investigate the effects of the Science Writing Heuristic (SWH) approach on the students' summary writing, logical thinking and achievements for the course. Participants in this study were 132 female students from a girls' middle school. The SWH approach was used for two experimental classes and the typical teacher-centered instructional approach was used for two comparative classes. Summary writing test, logical thinking test (GALT) and achievement test for the course were administered before and after the instruction period. Results of this study indicated that the SWH approach was helpful for students in finding big ideas, understanding science concepts, developing logical thinking abilities and doing well in the course. This study also implied that the SWH approach was effective for the low achieving students.

• Journal of the Korea Society of Computer and Information
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• v.12 no.3
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• pp.115-122
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• 2007

The aim of this study is to identify the effect that the blended learning has on the learning achievement of computer education in high school. To get the goal, 136 students were allocated into the experiment group(68 students) with the blended class and the control group(68 students) with the traditional face-to-face class. After identifying the homogeneity of two groups in learning achievement by analyzing the pre-test, the experiment was performed. The result of this research is as follows. Significant difference was found in the learning achievement of post-test between the experiment group and the control group (t=-3.16, p=.0019). This result underlies the potential of blended learning in computer education. It will be important for designing the class for computer education in high school.

• Korean Journal of Culture and Social Issue
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• v.16 no.2
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• pp.103-124
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• 2010

The purpose of the present study was to examine the relationships among private tutoring hours, academic motivation, use of learning strategies, and academic achievement test scores using structural equation modeling. The sample consisted of 3,607 7th graders from Korean middle schools who were included in the Korean Education Longitudinal Study. The results suggest that there was no evidence that the private tutoring hours predicted students' motivation and learning strategy use. It was found that the private tutoring hours predicted achievements in English and Math, but it was negligible in magnitude. As for achievement test scores, academic motivation and the use of learning strategies played more critical role rather than the private tutoring hours.

• 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 The Korean Association For Science Education
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• v.22 no.4
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• pp.872-881
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• 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 Korean Association of Computer Education
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• v.11 no.6
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• pp.85-94
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• 2008

This study is to find strategies to promote distance learning effectiveness in the online learning environment. The research showed that the level of learner's perception of the structure of transactional distance was not significantly different according to sex (p>.05). There was significant correlation between the level of learner's perception of the structure and academic satisfaction(p<.01). And, the level of learner's perception of the structure and learning durability appeared to have statistically significant correlation. However there was no significant difference(p>.05) between academic achievement. Among the three subordinate factors, the course interaction organization had the most influence on the learner's academic satisfaction and the learner's learning durability was influenced the most by the content organization.

• Journal of Gifted/Talented Education
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• v.21 no.3
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• pp.631-658
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• 2011

The impact of the academic achievements of science high school graduates during the science high school period on their creative productivity, higher education, occupation, and income were investigated with 244 science high school graduates who belonged either to top 30% or bottom 30% in terms of their high school GPA. The factors contributed to the choice of current occupations and life were also investigated through retrospective approach. Survey questionnaire was administered to 244 adults who graduated from 18 science high schools before 2001. Thirteen graduates who completed questionnaire were interviewed face-to-face. Their ages ranged from 28.00 to 42.84. The high achievers were belonged to top 30% and the low achievers were belonged to the bottom 30% and the two groups demonstrated significant differences in their higher education and creative productivity. More doctoral degree holders and more number of creative products were found in the high achievers than the low achievers. 58.1% of the high achievers and 42.7% of the low achievers were working as professional scientists. Significantly more high achievers were working on tasks which require creative problem solving abilities and their income was significantly higher than the low achievers. For both groups, parents were the most significant individuals and then teachers were the second most important persons who impacted to their life and the choice of their occupation. Interviews with 13 graduates confirmed the survey results especially in their choice of life style and occupation. They were also influenced the most by parents, then teachers, and their friends who were more interacting with the socioeconomic environment when they selected university, major, and occupation. The results implies that high school achievement has significant influence on their future achievement to some extent and schools need to provide guide on the career choice not only to the students but also to their parents, since students' career choices are much influenced by their parents.

• Journal of Korean Library and Information Science Society
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• v.37 no.3
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• pp.381-414
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• 2006

This paper analyzed the impact of school library programs on student achievement in the United States focusing on the following five studies: the Colorado Study I(l993), II(2000), the Texas Study(2001), the Missouri Study(2003), and the Illinois Study(2005). All five studies, which used correlation analysis, factor analysis, and multiple regression showed a positive and statistically significant relationship between school library programs and student achievement: That is when school libraries have higher levels of professional and. total staffing, larger collections of print and electronic resources, and more funding, students tend to earn higher scores on state reading tests. This paper also investigated the NCLB Act in relation to enhancing children's literacy and school library reading programs.

• Journal of the Korea Computer Industry Society
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• v.2 no.3
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• pp.341-356
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• 2001

In this study, we develope a WBI(Web Base Instruction) program to do the student oriented learning using WWW and analyze the result. The 127 students who took part in the experiment were divided into two groups, an experimental group of 85 subjects and a comparative group of 42 subjects. This experiment was performed for four periods, and a formative test was conducted to measure achievement for two groups. The average and the standard deviation of scores for the experimental group are 84.9 and 16.82 respectively, and the comparative group 77.5 and 14.39. Experimental results shows that the academic achievement for the experimental group is more significant than that of the comparative group at the 0.0024(P$\le$0.05)of the result "t-test" under the 91~95$\%$ confidence interval of the level of significance. This fact says that practicing the WBI programming has an effect on the improvement of the students' academic achievement.hievement.