• Journal of the Korean School Mathematics Society
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• v.17 no.1
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• pp.109-121
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• 2014

The object of this research provides the empirical case about the clinic as meaning the supplement learning and mentions the necessity in the university mathematics. The mathematics clinic is comprised of the tutoring and the problem solving. The purpose of the tutoring, it does with the main value the interaction learning among members to exceed the individual-centered learning form, is increase the academic achievement. In the case of the problem solving, the goal is to give the motivation that they can solved by oneself. The effects that mathematics clinic reaches to the academic achievement were tested from the operation case of H university. In the results, two-programs were meaningfully improved the academic achievement and particularly this effect was excellent in the students participating two programs altogether. In addition, the problem solving reached the immediate effect on the academic achievement more than the tutoring program.

• Korean Journal of Culture and Social Issue
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• v.20 no.4
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• pp.329-346
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• 2014

Current study examine whether happiness (life satisfaction, positive affect, and negative affect) improves academic achievement (GPA) by longitudinal data. Two surveys were conducted with one year interval and total 112 respondents participated in both surveys. Hierarchical regression analysis was employed to investigate that happiness in the first time have an effect on GPA in the second time after controlling for GPA in the first time as well as demographic variables. We found that life satisfaction and positive affect in the first survey improved GPA after the next semester. Interestingly, GPA did not bring happiness by this longitudinal data. The implication for study were discussed.

• Korean Journal of Culture and Social Issue
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• v.12 no.2
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• pp.45-76
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• 2006

This article compares the psychological and behavioral profiles of adolescents on probation and high school students. A total of 253 adolescents on probation and 257 high school students completed an open-ended questionnaire developed by the present researchers and structured questionnaire that assessed moral disengagement and self-efficacy developed by Bandura (1995), delinquent behavior and academic achievement. Adolescents on probation reported that they engaged in delinquent behavior due to the fault of others and they were angry for being forced to be on probation. They are not likely to take responsibility and morally disengage from their delinquent actions. When compared to high school students, adolescents on probation are likely to report low self-efficacy, low academic grade, and less likely to feel proud of themselves. They are more likely to meet their friends in Internet and video game rooms and less likely to focus on academic achievement. Results of ANCOVA indicate that adolescents on probation have higher scores on moral disengagement, social efficacy, but lower score on efficacy for self-regulated learning. They are more likely to run away from home and have lower academic grade. The results of the discriminant analysis indicate that running away from home, social efficacy and moral disengagement are predictive of adolescents on probation and academic achievement and efficacy for self-regulated learning are predictive of high school students.

• Journal of The Korean Association of Information Education
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• v.10 no.1
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• pp.37-46
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• 2006

We expected that PBL (Problem based Learning) methode has good effectiveness for HTML(Hyper Text Markup Language) learning of elementary school students. In this study, a test was conducted in which a PBL method and the traditional lecture-based learning method were applied to an HTML class, and compared the level of educational accomplishment and compared the effectiveness of the two methods. PBL applied was based on the IMSA model of problem-based learning center. Educational accomplishment was evaluated base d on evaluation of theory and application skills. Test results revealed that there were no significant differences in theoretic learning between the two methods of learning. However, in application skills, the PBL was proved to be significantly more effective th an the traditional lecture-based learning method. Through the study, it was verified that PBL has a more positive educational effect that the traditional lecture-based learning.

• Journal of the Korean School Mathematics Society
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• v.8 no.4
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• pp.509-523
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• 2005

This study empirically examines motivations of entering college of education and academic problems that pre-service teachers encounter under the curricular activities. We analyze the phenomena of professional development under the four categories: motivation toward entering college of education, pedagogical content knowledge, subject matter knowledge and future vision. We conducted survey for the S university students first and interviewed 3 selected participants. Almost 50 students from college of education participated answering to the surveys. Using SPSS package, there was no significant difference between freshmen, sophomore and junior students in any category Male students responded more positively than female students in all the categories. To explore survey results deeply, we selected 3 students from sophomore and junior levels and 2 extra senior students to conduct interviews. The interpretation of the data described how their academic problems unfold partly because they seek another major and how their professional development take place carrying out practicum activities. Most of the interviewees felt that their academic lives were affected motivations of entering college of education and difficulties of studying subject matter knowledge. At the end, several suggestions are added for future research.

• 대한공업교육학회지
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• v.42 no.2
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• pp.89-107
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• 2017

The purpose of this study was to analyze the perception of academic difficulties of middle school students and their influences variables in technology subject. The subjects of this study were middle school students in the whole country. A total of 420 students were selected considering the grade and area for the survey. The data were collected by mail and analyzed using SPSS 22.0K. The results of this study were as follows : First, The academic difficulties perceived by middle school students in the technology subject were recognized as normal. Second, Middle school students perceived it as a lack of experience (opportunity) in the technology domain as a cause of academic difficulties. Third, In the learning process, the female students were more difficult to understand the related terms and theories than the male students. In the problem solving activities, the female students were more difficult than the male students in identifying problems, designing solutions, selecting solutions, modeling, testing solutions, and correcting improvements. Fourth, the academic difficulty in learning technology lesson was difficult in terms of terminology, theory, and practice activities in the order of Second, Third, and 1st grade. Fifth, lack of understanding knowledge, confusion of contents knowledge, lack of technical interest, shortage of class hours, lack of understanding of evaluation criteria were all influenced by the difficulty of technical subject learning. Sixth, the academic difficulty influencing the problem solving process was explained by understanding comprehension, content knowledge confusion, technical interest, class time, understanding of evaluation criteria.

• Proceedings of the Korea Contents Association Conference
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• 2015.05a
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• pp.433-434
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• 2015

본 연구는 공과대학교 학생들을 대상으로 하여 1학기 동안 창의적사고와문제해결이라는 교과목에 참여한 학생들을 대상으로 하였다. 팀 중심 수업설계를 통하여 창의적문제해결 5단계를 도입하여 절차별로 총 15주 수업 중 13주 수업을 설계하여 실시하고 15주차 수업에서 창의성 검사와 학업적 자기효능감 검사를 실시하였다.

• Journal of the Korea Convergence Society
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• v.7 no.2
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• pp.33-41
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• 2016

This study was convergence study conducted to examine the effects of problem-based learning(PBL) on self-directed learning ability, problem solving skills, academic self-efficacy, motivation toward learning in adult nursing care. This study was one-group pretest-posttest design. 51 students in the second year were recruited. After the PBL education, The participants showed much improvement in two areas of problem solving skills(t=3.30, p=.002) and Motivation toward Learning(t=3.004, p= .004). In the case of self-directed learning ability(t=1.451, p= .153) and academic self-efficacy(t=-1.04, p= .304), these have not showed a statistically significant change. The results indicate that the PBL education is effective in improving some areas of students' learning competency. Further study is needed to develop PBL programs for various clinical topics and evaluate the effectiveness on the learning outcomes.

• 한국벤처창업학회:학술대회논문집
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• 2024.04a
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• pp.35-41
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• 2024

최근 비전통적 성인 학습자가 새로운 입학자원으로 주목받고 있으며, 그중에서도 만학도의 대학 진학률은 급격히 상승하는 추세다. 이에 따라 이들이 대학생활을 무사히 마칠 수 있도록, 즉 학업중단이 발생하지 않도록 대학에서는 다양한 측면에서 방안을 골몰해야 하는 상황이다. 본 연구는 이러한 문제의식에 기반하여, 비전통적 학습자의 학업중단을 저지할 방안을 창업지원 측면에서 살펴보고자 하였다. 이는 학업능력, 성별, 교우관계 등을 중점적으로 살펴보는 기존 연구에서 더 나아가 창업지원이라는 새로운 요인과의 관계성을 만학도의 입장에서 심층적으로 살펴봄으로써 연구의 차별성을 강조한다. 본 연구는 대학 입학 이후 학교의 창업지원을 받은 경험이 있는 만 30세 이상의 만학도 총 10명을 대상으로 심층인터뷰를 진행하여, 학교의 창업지원이 학업중단을 저지하는 데 영향을 주었는지를 살펴보고자 한다. 또한 그 과정에서 이들이 느낀 감정과 태도, 가치 등을 근거이론을 통해 분석하여 학업중단을 저지할 방안을 모색하고자 한다. 만학도는 전통적 학습자와 달리 졸업 이후 인생2모작을 준비하는 경우가 상당수기에, 이들의 니즈를 명확하게 파악하는 일은 시대적 흐름을 반영한 기초연구로서 학교의 정책적 대안을 마련하기 위한 기반이 될 수 있다.

• Journal of the Korea Convergence Society
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• v.11 no.2
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• pp.175-185
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• 2020

The purpose of this study was to investigate the effects of academic stress on academic burnout, the role of academic failure tolerance, and interpersonal stress among college students. The data were collected from 345 undergraduate students from a university in Seoul and were analyzed with a regression analysis and bootstrapping. The results found that first, academic stress affected academic burnout; the more academic stress, the more burnout students experienced. Second, academic stress caused a decreased academic failure tolerance, which then resulted in academic burnout. Third, the mediating effect of the academic failure tolerance on the academic stress and academic burnout was controlled by an interpersonal stress. The present study has significant implications for investigating how the students' personal and social aspects of stress affect academic burnout and suggests appropriate intervention methods.