• Journal of the Korea Academia-Industrial cooperation Society
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• v.20 no.12
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• pp.348-356
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• 2019

The purpose of this study was to identify latent classes in changes of mothers' daily life stress over six years from multicultural families and to test its relationship with early adolescents' perceived neglecting parental attitudes and their academic achievements. For achieving this purpose, as the study sample 1,039 students were gathered from the 4th grade of elementary school to 3rd grade of middle school, using Growth Mixture Modeling, Multiple Group Analysis, and One-way ANOVA. The results were as follows. First, latent classes of mothers' daily life stress were categorized into three types: high-stable trajectory, moderate-changing trajectory, and low-changing trajectory. Second, these three types showed different characteristics in early adolescents' perceived neglecting parental attitudes and academic achievements. Third, early adolescents' perceived neglecting parental attitude were not significant determinants of the latent classes while academic achievements were. The findings of this study may provide a framework for understanding the relationships among mothers' daily life stress and early adolescents' perceived neglecting parental attitudes and their academic achievements in multicultural families and practical implications for providing social support to overcome daily life stress of mothers in multicultural families.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.22 no.5
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• pp.71-80
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• 2021

The purpose of this study is to explore the structural relationships among parents' educational involvement and parental efficacy on students' school life satisfaction and school achievement and to determine whether there are any differences depending on family type and school level. Using data from 2,497 families that participated in the 2018 National Survey on Children's Life, t-tests and structural equation modeling were conducted. The results of this study demonstrated that two-parent families reported higher levels of educational involvement than single-parent families and custodial grandparent families. Also, two-parent families raising children in elementary schools showed higher educational involvement than two-parent families raising children attending middle schools. Second, parental efficacy was found to mediate the effects of parents' educational involvement on students' school life satisfaction and school achievement. Third, the path coefficients between parents' educational involvement, students' school life satisfaction, and school achievement showed statistically significant differences depending on family type, with two-parent families having greater involvement than single-parent families and custodial grandparent families. Fourth, multiple group analysis reported a statistically significant difference in the relationship between parents' educational involvement and school achievement as well as parental efficacy and school achievement depending on the school level.

• Journal of The Korean Association For Science Education
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• v.42 no.1
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• pp.149-160
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• 2022

Comparative studies using large-scale data such as TIMSS, PIRLS, and PISA inform us of the effectiveness of each educational system. Even though samples in the large-scale studies were representative, admitting potential discrepancy when applying the findings of the large-scale studies to local educational system is still needed. This study examines the structural relationship among students' attitude towards science, learning support from teachers, school life, and science academic achievement with both large-scale data and local comparative study data utilizing same variables. Responses on the TIMSS 2019 of 5,554 Korean seventh-grade students and National Assessment of Educational Achievement (NAEA) 2019 of 6,365 third-grade middle school students were used. The results indicate that: a) school life did not affect the science achievements in both data. However, in NAEA 2019, students' attitude mediated the relationship between school life and science achievement; b) learning support from teachers had a significant impact on TIMSS science achievements, and also had positive effect on achievement through students' attitude in TIMSS. On the other hand, learning support had a positive effect on achievement only when student's attitude mediated the relationship in NAEA; c) students 'attitude toward science had positive effect on science achievement on both data; d) the impact of gender was different on school life, academic achievement, students 'attitude towards science, and learning support from teachers on both data; and e) the impact of the number of books differed as well. There were differences in results between the international and domestic research, which inform us that we need to pay attention when interpreting the domestic environment through the results of international research.

• Journal of the Korean School Mathematics Society
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• v.14 no.1
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• pp.65-84
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• 2011

The purpose of this research is to draw some implications for reducing gender differences in educational achievement of mathematics by inquiring those in mathematics-related attitudes. For this purpose, this article analyzed the gender difference in mathematics-related attitudes of the elementary, middle, and high school students. Also, mathematics-related attitudes according to achievement levels was analyzed. The findings of this study are as follows. Firstly, in the scores on mathematics-related attitudes, male students were significantly higher than those of female students. Secondly, in the evaluation of the subordinate factors of mathematics-related attitudes, gender differences were shown a little bit larger in the areas of interest and self confidence than in the area of perception of mathematics value regardless of grades. Thirdly, in all schools, the higher achievement level is, the higher the score of mathematics-related attitudes is. Lastly, gender differences on mathematics-related attitudes in advanced level group is bigger than those in other level groups.

• Journal of The Korean Association For Science Education
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• v.28 no.5
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• pp.438-452
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• 2008

The purposes of National Assessment of Educational Achievement(NAEA) are to assess Korean students' achievement of the educational goals as well as to diagnose the trends of educational achievement in order to monitor the quality of education at the national level. We analysed average scores in science achievement and trend of achievement level at the National Assessment of Educational Achievement(NAEA) from the year 2003 to 2006 for 6th, 9th and 10th graders. The results are as follows: For grades 6, 9, and 10, the average scores of NAEA did not tend to increase or decrease. About the trend analysis of gender, females outperformed males for grade 6, but males outperformed females for grade 10. For grade 6, the ratio of females in Advanced level was more than that of the males in the same level. For grades 9 and 10, the ratio of male was higher than the females. For grades 6, 9 and 10, the ratio of males in Below-Basic level was more than that of females in the same level. The results of the educational achievement of urbanization shows that students in rural area scored the lowest. And the ratio of Below-basic level students was highest in rural area. It is needed that educational surroundings be improved to lessen the score difference both between genders and regions. An additional study is needed to used the results of NAEA for the improvement of curriculum and educational policy.

• The Journal of Korean Association of Computer Education
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• v.17 no.5
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• pp.53-68
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• 2014

The purpose of this study has been found to be effective using ICT teaching-learning than traditional teaching-learning method on academic achievement applying the meta-analysis method. This study set the following questions to be answered. 1. The 85% subject of analysis of ICT-using teaching-learning selected in this study turned out to be clear effective than traditional teaching-learning method in academic achievement of students. 2. ICT-using teaching-learning is more effective for academic achievement of elementary school students and university students than for middle school students and high school students relatively. 3. ICT-using teaching-learning is a most effective method in subject of art and physical education and social subject but less effective in mathematics subject.

• Journal of the Korean Data and Information Science Society
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• v.24 no.6
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• pp.1149-1157
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• 2013

In this study we compare academic achievements of college students admitted by admissions officer selection with those admitted by general selection. Two measurements of the academic achievements considered are GPA (grade point average) and relative ascending rank of GPA. By the comparison of the academic achievements, we would like to assess the effectiveness of the admissions office selection and then provide a basis for screening good students by that selection. The results of data analysis indicate that the academic achievements of admissions officer selection students tend to be lower than those of early general admission students and also those of regular general admission students tend to be higher than those of early general admission students.

• Science of Emotion and Sensibility
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• v.8 no.1
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• pp.55-61
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• 2005

The purpose of the study was to examine any difference in academic achievement, self-concept and achievement motivation by the types of hemispheric dominance. 189 high school students participated in the study. They were taken three kinds of different psychological tests i.e., the brain hemispheric preference (dominance), the self-concept and the achievement motivation tests. Three types of hemispheric dominance were classified as the left hemispheric, the right hemispheric and whole brain dominances. The results showed that students with the right hemispheric dominance showed lower academic achievement and self concept than the other groups students. Those who had left hemisphere dominance showed higher achievement motivation than the right hemispheric students. These results could be interpreted that education in the high school in Korea mainly focuses left hemisphere related topics or subjects.

• Journal of The Korean Association For Science Education
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• v.26 no.3
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• pp.376-384
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• 2006

The purposes of this study were to analyze the frequency and type of volition strategy, according to achievement level, employed by students with high learning motivation, and to identify the role volition strategy plays in keeping students motived to learn science. To accomplish these aims, two groups of students(each containing three members) were selected. Students in the two groups both had the same cognitive level and high learning motivation. However, one group's science achievement was high, and the other was low. Through interviews and class observations, volition strategies students in the two groups used when they encountered hindrances in science learning were compared. Results of the study revealed a relationship between achievement level and volition strategy. Students showed differences in the frequency and types of volition strategies used according to science achievement. It was found that students with higher achievement levels used volition strategies more often to overcome hindrances in science learning than those with lower achievement levels. Furthermore, students with higher achievement levels generally used internal mind control strategies while those with lower achievement levels used environmental control strategies. Lastly, findings found that the types of volition strategies used by lower achievement level students were very limited.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.12 no.12
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• pp.5525-5530
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• 2011

This study was to examine the effectiveness of neurofeedback training by observing the pre and post brainwave measurement results of about 50 (experimental group 25. comparative group 25) subjects who have shown attention and school achievement motivation. The study took place at neuro-training center B, in between the months of Jun. 2010 and Dec. 2010. The objective of this study was to prove its scientific effect through experimentation. As the brainwaves are adjusted by time series linear analysis. The result confirmed the differences of both attention quotient, brain quotient and school achievement. The result of the study suggest neurofeedback technique's possibility in positively affecting the subjects' attention and school achievement motivation.