• Journal of The Korean Association For Science Education
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• v.19 no.1
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• pp.137-145
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• 1999

This study investigated the influences of the cooperative and the individualistic learning strategies on the academic achievement and the attitudes toward science instruction and science by the level of achievement. These two learning strategies endowed students with the responsibility of learning and emphasized student-centered learning which included higher order thinking activities. Cooperative learning group students studied the tasks through small group discussion, and individualistic learning group students solved the same ones individually. In the traditional group. teacher-centered expository lesson was used. The subjects of this study were 7th graders of coed middle school, and were taught about separation of mixture for 10 class periods. Two-way ANCOVA results revealed that the test scores of academic achievement for cooperative learning group were significantly higher than those of individualistic and traditional learning groups. The attitudes toward science instruction and science were also more positive in cooperative learning group than the others. No interactions between the treatment and the level of previous achievement indicated that the cooperative learning strategy was effective regardless of the level of achievement.

• Communications of Mathematical Education
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• v.28 no.3
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• pp.395-422
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• 2014

In this paper, we obtain the step inteaching high school leve-based class utilizing cooperative learning lessons using level-type tutoring to improve academic achievement and mathematics attitudes. The details are as follows. First, we develop the teaching and learning model for the level-type instructional development and for the application to project work. Second, we seek to height academic achievement by applying the level-type work sheets in conjunction with cooperative learning. For this problem, we will focus on the following issues. First, how will you using level-type tutoring level TAI cooperative learning in order to improve academic achievement and develop the learning ability in mathematics? Second, how can you step utilizing TAI instructional level of cooperative learning in mathematics classes to improve mathematics learning attitudes? Third, how will you some reaction step work sheets utilizing level TAI cooperative learning of students for mathematics. Results of this study are as follows. First, in the experimental group compared to the comparison group was improved academic achievement. Second, in the experimental group compared to the comparison group learning attitudes could help. Third, the level of cooperative learning instructional model utilizing the TAI in the experimental group compared to the comparison group represents a significant response was seen.

• Journal of the Korea Convergence Society
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• v.12 no.11
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• pp.185-191
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• 2021

The purpose of this study is to develop middle school English classes using Problem-Based Learning(PBL) based on flipped learning and to examine its effects. Recently, various attempts to combine flipped learning and PBL have been made; however, many studies have not been applied to middle and high school curriculums yet. The attempt of this study is expected to have theoretical and practical significance. The instructional model was derived from the review of previous studies, and the development of instructional program followed the general design procedure(analysis-design-development-implement-evaluation), and its validity was secured with the advice of related experts. To verify the effectiveness of the program, the English academic achievement test and the English key competency test were conducted before and after the program. Changes in English academic achievement were analyzed by the paired-sample t-test, and the effect of key competency and the level of achievement test performance (high vs, low) on the pre-post score change was analyzed by the mixed effects repeated measures ANOVA. As a result of the analysis, both academic achievement and key competencies increased, and the low-level students in the pre-academic achievement test showed more improvements. In conclusion, the PBL class based on flipped learning is effective in improving the English academic achievement and key competencies of middle school students, and in particular, it is shown to be an effective teaching method for students with low academic achievement.

• Korean Journal of Child Studies
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• v.36 no.6
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• pp.85-100
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• 2015

This study divided elementary school 6th graders of into a higher academic achievement group (n=19) and a lower academic achievement group (n=19) in order to examine the tendency of left and right hemisphere preferences, characteristics and relationships of learning ability factors by means of EEG. For this purpose, brain waves in performing higher cognitive tasks for 5 min. were measured with a two-channel (Fp1, Fp2) EEG measurement system and hemisphere preference was measured by means of a questionnaire. Our results were as follows. First, hemisphere preference indicated that the higher group showed a left hemisphere tendency and the lower group indicated a right hemisphere tendency. Second, the first learning ability test found that the higher group performed its task rapidly with higher levels of concentration and cognitive strength and lower loading and the lower group conducted its task more slowly with lower levels of concentration and cognitive strength and higher loading. The second test showed that the higher group performed its task rapidly with lower levels of concentration.

• 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.

• Journal of the Korean earth science society
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• v.26 no.7
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• pp.611-623
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• 2005

The purpose of this study is to explore the effects of self-directed field learning practices on student’s academic achievement and self-directed learning characteristics regarding the level of learning ability. To conduct this study, 196 students of high school students in Busan were chosen and parted into either the experimental group (98 students) or control group (98 students). Each group is classified into three categories: high level (24 students), middle level (50 students), and low level (24 students) according to the level of learning ability by the academic achievement pre-test. The areas chosen for experimenting this study range from Dusong peninsula, Molundae in Saha-gu, Songdo in Seo-gu, Pusan. Then the inquiry-model of self-directed field learning which focuses on learner-centered activity was designed based on theories concerning field learning and self-directed learning, and was applied to the experimental group. In conclusion, this teaching method using self-directed field learning is expected to improve academic achievement in science subject and increase students’ self-directed learning characteristics regardless of the students' level of academic achievement.

• The Journal of the Convergence on Culture Technology
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• v.7 no.4
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• pp.343-349
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• 2021

This study aimed to investigate the effect of smart-phone addiction on the between interpersonal relationship ability and academic achievement among nursing students. The study is a cross-sectional survey and the participants were 160 students from one university located in G city. Data were analyzed by descriptive statistics, t-test, ANOVA, Pearson's correlation, and multiple regression and Sobel test to test the significance of a mediation effect using SPSS 25 software. Results of the multiple regression were that smartphone addiction, had a significant negative effect on interpersonal relationship ability and academic achievement in nursing students. These findings imply that cinterpersonal relationship ability is important to improve the level of academic achievement in nursing students. This study highlights the value of interpersonal relationship ability and the need to develop various convergence education strategies to promote smartphone addiction managment way to cultivate nursing students' academic achievement.

• Korean Journal of Social Welfare Studies
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• v.42 no.3
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• pp.183-206
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• 2011

This study examined the longitudinal relationship between academic achievement and school satisfaction using a data of the Seoul Panel Study of Children(SPSC). Fully autoregressive cross-lagged analysis and multi-group comparison were performed to measure the longitudinal relationship between two constructs as well as differences between poverty and non-poverty groups. The results showed that both academic achievement and school satisfaction were stable over time in non-poverty group. Academic achievement at the 4th grade significantly affected the school satisfaction at the 6th grade and it subsequently affected on the academic achievement at the 8th grade in non-poverty group. In contrast, academic achievement was not consistent over time in poverty group. Only the school satisfaction at the 6th grade affected the academic achievement at the 8th grade. The findings of this study have various practical implication for school interventions. It is more important to keep supporting the children to maintain the level of academic achievement in non-poverty group. While, in poverty group, it is essential to make school satisfaction and academic motivation increase with school attachment programs.

• Journal of Korean Elementary Science Education
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• v.20 no.1
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• pp.45-57
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• 2001

The purpose of this study is to guide and apply gettable and accessible materials around everyday life into classroom instruction, and to find out their effects on student academic achievement. In order to achieve it, this study was tried to develop and guide available materials around life in teaming activities, to provide a preliminary assignment that could apply the available materials, and to compare its academic achievement to one from field trip loaming. For the hypothesis testing, first, the experimental and comparing classes were selected based on the results of basic learning diagnostic evaluation, which conducted by the researcher being served as a full-time science teacher of the third and sixth grade of K elementary school in Kwangju for 2 years. Secondly, the instructional use of the available materials around life was applied to the experimental class. Also, the instructional use of the existing materials was applied to the comparing class. Finally, for the testing of the effects on academic achievement, the posterio test was implemented after conducting the experimental instruction in knowledge·understanding, inquiry process, and attitude domains classified by the unit characteristics. Using SPSS/WIN program the t-test was performed in order to compare the differences between the two groups. Major findings were as follows: 1) In the achievement test of knowledge·understanding domain, there were no significant differences at the 5％ level between the experimental and comparing classes. It could be difficult to say, therefore, that the instructional use of the available materials around life was more effective than the instructional use of the existing materials. However, it had some effects on differences between the third grade final achievement test and sixth grade experimental class. 2) In the achievement test of inquiry process domain, there were some significant differences in that the sixth grade experimental class was higher than the third grade out-of classroom experience unit. It was indicated that the instructional use of the available materials around life had some effects on improving the students' inquiry ability 3) In achievement test of attitude domain, there were some significant differences. It was shown that the self-evaluation test of the sixth grade experimental class unit was higher than that of the third grade out-of classroom experience unit; Especially, the learning activities in the experimental class were more active, and the experimental practice ability was improved. It was presented that the instructional use of the available materials around life had some effects on the students' academic achievement in attitude domain. It was concluded from this study that the instructional use of the available materials around life was less effective on Knowledge understanding domain, but was effective on improving their scientific inquiry ability and interest on science education.

• Human Ecology Research
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• v.53 no.1
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• pp.1-16
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• 2015

This study aims to examine the effects of high school students' time management behaviors on their satisfaction with educational consumption and school life. Three hundred seventy-six high school students in Seoul participated in this investigation. The SPSS ver. 19.0 program was adopted for the descriptive analysis, factor analysis, Cronbach's ${\alpha}$, and multiple regression analysis. The results of the present study can be summarized as follows: first, the levels of time management behavior, satisfaction with educational consumption at school, and satisfaction with school life were relatively high. Second, an analysis of the relative influence on satisfaction with educational consumption revealed that the students' time management behavior was the most influential factor, followed by academic achievement. As the levels of time management behavior and academic achievement were high, the level of satisfaction with educational consumption was high. Finally, an analysis of the relative influence of satisfaction with school life also revealed that the students' time management behavior was the most influential factor, followed by academic achievement. Based on the findings, that is, the effects of high school students' time management behavior and other involved variables on their satisfaction with educational consumption and school life, a future study can present specific ways to enhance the level of satisfaction with educational consumption and school life.