• Journal of Korea Entertainment Industry Association
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• v.13 no.1
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• pp.185-197
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• 2019

This study intended to analyze the early childhood education freshmen's academic interest. For this study relationship among academic self-efficacy, character strength and learning motivation. The study subjects were 144 early childhood education freshmen at K-college in Deagu. They answered the survey regarding academic self-efficacy scale, VIA-IS(Values in action inventory of strength) short form scale, school learning motivation scale. The collected data were analyzed by frequency analysis, descriptive statistics, pearson correlation and multiple regression analysis using SPSS 18.0 program. The study finding are as follows. First, the average of academic self-efficacy, character strength and learning motivation of students were near at the intermediate-level. Second, academic self-efficacy, character strength and learning motivation were significantly positive correlated. Third, when examining the relative effect of early childhood education freshmen's academic self-efficacy and character strength on learning motivation, self regulatory efficacy among the sub-factors for academic self-efficacy and courage among the sub-factors for character strengths.

• Journal of Digital Convergence
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• v.17 no.4
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• pp.41-47
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• 2019

The purpose of study is to enhance the convergence effects of cyber lecture for university students. The results were derived through the comparison and verification of recognition levels before and after cyber lectures. The study material was a questionnaire composed of 15 questions divided into five areas; usefulness, enjoyment, academic relevance, social intention and usage intention. The recognition levels significantly improved after learning in five areas with particularly large improvements in enjoyment and academic relevance. The recognition levels significantly improved in the five areas(p<.001). With regard to changes in recognition levels by major, social science majors showed significant improvements in usage intentions after learning. Cyber lectures for university students were proved to be generally convergence effective.

• Journal of The Korean Association For Science Education
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• v.36 no.3
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• pp.445-455
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• 2016

The purpose of this study is to identify the structural relationship among students' grit, interest, self-regulation ability, task-commitment and achievement within science learning. Our concern is understanding how grit is related to the other non-cognitive variables, i.e., interest, self-regulation ability, and task-commitment, which are widely known as significant predictors of science achievement. Based on literature review, we evaluated two hypothetical models in the frame of structural equation modeling as follows: first, grit was assumed to mediate relations of interest and self-regulation ability, and interest and task-commitment. Second, grit was assumed to have a direct effect on self-regulation ability and task-commitment independent of interest. In both models, grit was assumed to be indirectly associated with science achievement. A total number of 180 high school students (77 boys, 103 girls) participated in surveys on grit, interest, self-regulation ability, and task-commitment and reported their science test scores on mid-term/final exams. Results revealed that students' grit and interest were indirectly associated with their science achievement with the mediation of their self-regulation and task-commitment. We also found that task-commitment was highly correlated with interest and self-regulation. Furthermore, we found different patterns of correlations within the five variables between female and male students. From these results, we suggested that researchers need to investigate whether students' grit and task-commitment can explain their interest decreasing as they move to higher grade levels, how teachers can help students to maintain their interest in learning science from early childhood, and relationships of these non-cognitive variables and science achievement.

• Journal of Digital Convergence
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• v.19 no.10
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• pp.247-252
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• 2021

The purpose of this study is to understand the mediating effect of grit in the relationship between academic achievement satisfaction and academic helplessness of middle school students. To this end, a survey was conducted on 575 middle school students in Changwon, Gyeongsangnam-do, on academic achievement satisfaction, academic helplessness, and grit. This research was carried out by hierarchical regression analysis was conducted to understand the correlation analysis and mediating effect between major variables, and verified by Sobel test. As a result of the study, First, correlation analysis revealed a positive correlation between academic achievement satisfaction, grit, and academic helplessness. Second, regression analysis showed that both perseverance of effort and consistency of interest were partially mediated between academic achievement satisfaction and academic helplessness. This means that academic achievement satisfaction not only directly affects middle school students' academic helplessness, but also has an indirect effect through grit. Finally, a learning counseling plans (Self-analysis program and Environmental control program) was discussed to reduce the academic helplessness of middle school students.

• Journal of the Korean Geographical Society
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• v.35 no.4
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• pp.563-563
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• 2000

• Journal of The Korean Association For Science Education
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• v.40 no.4
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• pp.429-436
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• 2020

In this study, we examined students' science academic achievement through an analysis of the national assessment of educational achievement(NAEA) from 2015 to 2018 when the 2009 revised curriculum was applied. This study analyzed achievement average scores by gender and region and also analyzed the trend of the rate of achievement level in order to understand the characteristics of students' academic achievement. In addition, we analyzed the characteristics of the affective aspect using a survey of students' attitudes (confidence, interest, value, and willingness to learn) toward science. The main findings are as follows; First, the average science score shows a tendency to decrease year by year at the middle school level. Second, when analyzed by achievement level, the decline in the advanced group was large, and the rate of the below basic group increased. Third, comparisons of the average achievement scores by gender, female students' scores were generally high and the difference in achievement scores between male and female students tended to increase. Fourth, a characteristic gap was found between regional scales that increased in the advanced group. The results of a questionnaire on students' attitudes show that the four constructs of the students' attitudes had a significant correlation with the average achievement scores. In addition, the mean and positive response rates on the confidence, interest, and value of science in the above proficiency group increased but decreased in the below basic group. These results can be used as basic data for revising the curriculum, improving teaching and learning, and establishing educational policies.

• Journal of The Korean Association of Information Education
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• v.20 no.1
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• pp.57-68
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• 2016

The purpose of this study is to examine factors affecting flipped learning outcomes. For this study, 44 middle school students participated in flipped learning activities during science classes. After 5 week of classes, they responded the following surveys: intrinsic motivation, self-regulation, interest in class, interest in science, and learning achievement. Multiple regression analyses with correlation applied to this study as data analysis methods. The results showed that intrinsic motivation significantly predicted interest in class and interest in science. In addition, self-regulation significantly predicted learning achievement. Therefore, these findings imply that intrinsic motivation and self-regulation should be considered for designing flipped learning activities in middle school science classes.

• Journal of Science Education
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• v.33 no.2
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• pp.248-257
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• 2009

The purpose of this study is to investigate the learning achievement of students who has taken the play-based and activity-oriented programs in the class. These new science class programs and instrument to measure student learning achievement were developed for the "Constellation Favorite" lesson of 4th grade students and Those are verified by science education experts, teachers in serve. The subjects of this study consist of 121 students in four classes who were selected on the basis of midterm examination result before teaching treatment. They were divided into two categories with two classes per each category, one class for experimental group and the other class for control group. The experimental groups were given five classes including five play-based class programs. The control groups were given five conventional instruction-type classes. The students were given questionnaires to test their interest ratings. The results show about 17% increase of their learning achievement with (p<0.005) by independent sample T-test method and 40% increase of interest rating in play-based class sample compared to normal class sample. In conclusion, the play-based science class program is found to enhance the students' learning achievement and to interest the students more effectively.

• Journal of the Korean Society for Library and Information Science
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• v.47 no.2
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• pp.123-142
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• 2013

The aim of this study is to find out the impact of collaborative instruction between the teacher librarian and the classroom teacher on learning interest and academic achievement by running Library and Information Life, which is the textbook of information literacy for teacher librarians and the Korean language curriculum for the first grade of middle school through library-based instruction. The result of this study has a positive influence on academic achievement by facilitating learning interest on Korean language classes under coplanning, co-operating and coevaluating in the school library. Therefore, it is important to establish the institutional system for collaborative instruction in order to increase information literacy instruction in the school community. A local school should expand the physical environment and educational equipment of its school library and form a flexible schedule to have enough time for teaching information literacy skills and for using of materials.

• Journal of Elementary Mathematics Education in Korea
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• v.9 no.1
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• pp.1-18
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• 2005

The purpose of this study is to plan and apply the problem posing program to each unit of elementary mathematics 5-Ga stage, and to make an analysis of their effects on mathematics learning achievements, attitude and interesting. In order to achieve these purposes, the following research problems were set up for the present study: First, we design problem posing program which can be applied to the actual instruction with analyzing the curriculum of mathematics on 5-Ga stage in the seventh national curriculum. Second, we analyze the effect of applying problem posing program on students' mathematics learning achievements. Third, we analyze the effect of applying problem posing program on students' mathematical attitude and interest. The results of this study are as follows: First, the problem posing program developed in this study was more affirmative effects for improving the students' mathematics learning achievements. Second, the problem posing program also had affirmative effects on students' attitude and interest on mathematics. Third, after applying the problem posing program turned out to have a statistical significant correlation between mathematics learning achievements and attitude, and mathematics learning achievements and interest.