• Proceedings of the Korean Society of Computer Information Conference
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• 2011.01a
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• pp.159-162
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• 2011

이 연구는 인지기제를 활용한 문제기반학습이 학습자의 학업성취도와 수학적 태도에 미치는 효과를 분석하였다. 우선 초등학교 수학과 학습에서 학습자들의 인지과정을 안내할 수 있는 문제기반학습 설계를 위해 문제기반학습 모형에 란다(N. Landa)의 인지기제 교수학습설계이론을 적용하여 인지기제 활용 문제기반학습 모형을 도출하였다. 그리고 초등학교 수학과 4학년 2학기 4개 단원의 8차시를 추출하여 문제를 개발하고 서울시 소재 'ㅈ' 초등학교 4학년 학생들 중 동질집단으로 확인된 2개 학급에 이 모형을 적용하였다. 연구 결과 인지기제 활용 문제기반학습을 적용한 실험집단과 적용하지 않은 통제집단 간 학업성취도 효과에 있어서 통계적으로 유의한 차이가 있었다. 또한 수학적 태도와 관련해서는 하위영역 중 수학에 대한 자아개념과 수학에 대한 태도 영역에서는 유의한 차이가 있었으나 수학에 대한 학습습관 영역에서는 유의한 차이를 보이지 않았다. 특히 세부영역별로 자신감, 흥미, 우월감, 주의집중, 목적의식, 자율학습에 있어서 유의한 차이를 보였으며, 학습기술 적용과 성취동기에 대해서는 유의한 차이가 없었다.

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

• Journal of the Korea Society of Computer and Information
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• v.16 no.11
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• pp.145-152
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• 2011

The study analyzed effects of the problem-based learning utilizing cognitive algorithms in elementary mathematics education in terms of academic achievement and math attitude changes. In order to solve the research questions, a cognitive algorithm-based PBL model was derived based on N. Landa's algorithm-based instructional design theory. And the model was applied to a part of second semester math curriculum for 4th grade of an elementary school located in Seoul. The results showed that the PBL utilizing algorithms can be said to have effects on academic achievement. The PBL model is also considered to have positive effects in enhancing mathematical attitudes of the learners.

• Journal of Practical Engineering Education
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• v.14 no.2
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• pp.267-277
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• 2022

Achievement at university is recognized in a comprehensive sense as the level of qualitative change and development that students have embodied as a result of their experience in university education. Therefore, the academic achievement of university students will be given meaning in cooperation with the historical and social demands for diverse human resources such as creativity, leadership, and global ability, but it is practically an indicator of the outcome of university education. Measurement of academic achievement by such credits involves many problems, but in particular, standardization of academic achievement by credits based on evaluation methods, contents, and university rankings is a very difficult problem. In this study, we present a model that uses machine learning techniques to predict whether or not academic achievement is excellent for D-University graduates. The variables used were analyzed using up to 96 personal information and bachelor's information such as graduation year, department number, department name, etc., but when establishing a future education course, only the data after enrollment works effectively. Therefore, the items to be analyzed are limited to the recommended ability to improve the academic achievement of the department/student. In this research, we implemented an academic achievement prediction model through analysis of core abilities that reflect the philosophy, goals, human resources image, and utilized machine learning to affect the impact of the introduction of the prediction model on academic achievement. We plan to apply the results of future research to the establishment of curriculum and student guidance conducted in the department to establish a basis for improving academic achievement.

• Korean Journal of Culture and Social Issue
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• v.14 no.1_spc
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• pp.299-317
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• 2008

The school drop-out among the youth has grown to become a serious social problem since about 2000 and calls for an attention to its seriousness. Therefore, this study reviewed the statitistical reports and the previous empirical findings on the school drop-out and integrated to establish a comprehensive understanding of this social phenomenon. The main concepts and terminologies on school drop-out, the current statistics, the possible causal factors and the usual trajectory the youth take after dropping-out of school were discussed to conceptualize the issue. Analyses indicated 12 characteristics of the students who dropped out of school. Those 12 characteristics were restructured according to the ecological conceptual model. The social instability and the financial crisis in the 1990's has eroded the stability of the primary environments of adolescents such as family and school. The family breakdowns from divorce and other reasons weakened psychological and financial support for adolescents. The diminished authority of teachers and school over students exposed conflicts between teacher and students, students' loss of purpose and interest in academic attainment. The adolescents showed emotional reponses like increased level of depression, helplessness, aggression, indicated cognitive reponses such as the loss of purpose and interest in studying, a heightened sense of uncertainty of the future, and behavioral responses like sexual acting out behaviors, and bullying. The unmet psychological needs of adolescents result in run-away and school drop-out behaviors, which in turn progress into juvenile delinquency as the society fails to provide adequate and appropriate guidance and interventions. The intervention strategies at the national level were proposed and the limitations of the study were discussed.

• Journal of Korean Elementary Science Education
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• v.41 no.4
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• pp.616-626
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• 2022

This study aims to investigate the effect of the application of the brain-based learning model on the self-efficacy, creative problem-solving ability, and academic achievement of elementary school students in science classes. The participants consisted of 22 students from one class (experimental group) and 22 students from another class (comparison group) of J Elementary School in B Metropolitan city. The experimental group conducted science classes that applied the brain-based learning model, and the comparison group conducted general explanatory science classes according to textbooks and the guide books of the teachers. The study found that science classes that applied the brain-based learning model exerted positive effects on the three abovementioned skills. Based on the results, the study confirmed that the application of the model is an effective learning tool that increases the self-efficacy, creative problem-solving ability, and academic achievement of for elementary school students in science classes.

• Proceedings of the Korean Institute of Information and Commucation Sciences Conference
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• 2016.10a
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• pp.857-858
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• 2016

In this paper, I analyze the differences of the academic achievement of the freshmen by admission type for the eight years. I analyze the assessment collegiate essential skills and the distribution of the credits of opening courses for the problems of increasing underachievers. The results were increasing courses in curriculum of the liberal arts and having difficulty of studying foreign language courses.

• Proceedings of the Korean Society of Computer Information Conference
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• 2020.07a
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• pp.637-639
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• 2020

본 논문에서는 소외계층 영재학생을 위한 온라인 학습 멘토링 운영 방안을 도출하였다. 소외계층 영재학생에게 필요한 맞춤형 과제, 실생활 문제, 학업 관리를 지원하기 위하여 맞춤형 과제와 피드백, 학업 상담으로 이루어진 온라인 학습 멘토링 운영 방안을 도출하였다. 맞춤형 과제에서는 소외계층 영재학생의 수준에 따라 실생활 주제를 활용한 과제를 제시하였으며, 피드백을 통하여 과제의 결과물을 평가받을 수 있도록 구성하였다. 학업 상담에서는 학업 계획 및 관리 능력을 향상시키기 위하여 전문가와 함께 상담을 진행할 수 있도록 하였다. 후속 연구에서는 온라인 학습 멘토링을 소외계층 영재학생에게 운영하고, 온라인 학습 멘토링의 효과를 분석하는 연구가 진행되어야 한다.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.12 no.1
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• pp.91-99
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• 2011

Adult-learners of online education have been distant from studying for a long time and are rather familiar with the old massive education. As a result, despite the excellent ability in self-control learning that results in great academic performances and academic continuity, the learners give up on learning, feeling depressed for not being able to perform their advantage, the self-control learning ability. The study developed a self-control learning model and UDL design learning model in order to establish e-mentoring system. For the analysis on results of the experiment, the researcher extracted academic grade, the rate of re-register, and the amount of total studying time after dividing new students and transfer students of H cyber university into the control group and the experimental group. In conclusion, the results showed that more satisfied the control group is, the higher academic achievements and the higher academic continuity are accomplished.

• Education of Primary School Mathematics
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• v.15 no.3
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• pp.177-187
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• 2012

The purpose of this study was to analysis the gender differences in the academic achievement and the difference of academic achievement by the residential area in elementary school. Common phenomenon was observed in the result of the differences between male and female students' academic achievement and the ratio of achievement level. Female students' score was higher in 3rd grade elementary school but in 4th and 5the grade this phenomenon was gradually weakened. The following are the results of analysis of elementary school students' mathematics academic achievement in three areas(big city, small city and rural area). In the result was proved that the problem of the gap between the urban and rural areas has continued in the 21st century.