• Journal of the Korean Society of Earth Science Education
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• v.3 no.1
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• pp.18-27
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• 2010

The purpose of this study is to investigate effects of instruction with stories on elementary school students' science learning and memory. For the purpose, this researcher sampled 3 classes in their 3th grade from an elementary school. Out of the three classes, two were designated as the comparative group consisting of 70 students and the other, the experimental group, 32 students. The former group was applied instruction treatment under the 7th national curriculum of education. The other group was instructed with a story book that contained stories students already knew which were somewhat rearranged to comply with contents of a relevant curricular course. Results of the study can be described as follows. First, academic achievement test was made immediately after the treatment to show that the experimental group was significantly higher in scores for memory and understanding in the section of 'Finding Constellations' that the other group. Second, the two groups' academic achievements in relation to the section, 'Finding Constellations' were tested 3 months after the treatment to show that the experimental group was significantly higher in scores for memory and understanding than the comparative group. Such achievements within the groups were tested 3 months after the treatment to find that both of the two groups didn't show statistically significant differences.

• Journal of Fisheries and Marine Sciences Education
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• v.29 no.1
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• pp.40-50
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• 2017

This study aimed to establish and validate the path models among faculty-student interaction, self-directed learning, and institutional commitment which impacted on the academic achievement of the university students. To achieve these goals, the survey results from 488 university students in North Gyungsang Province were analyzed. Descriptive analysis, correlation analysis, t-test, and path model analysis were performed to understand the relationship among variables. First, all the variables showed positive correlations except academic achievement and institutional commitment upon the study results. Second with respect to the differences by groups, faculty-student interaction and institutional commitment demonstrated the significant differences by sex while self-directed learning and academic achievement did not. Third on the path analyses, self-directed learning influenced to academic achievement directly, while faculty-student interaction did to it by mediating with self-directed learning and institutional commitment. The results of this study suggest that faculty-student interaction, self-directed learning, and institutional commitment perceived by the university students were significant elements on their academic achievements.

• The Journal of Korean Philosophical History
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• no.32
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• pp.161-183
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• 2011

Lee Ik(李瀷) had put emphasis on the achievements by self-regulated academic learning through doubts, and at the same time that it was all-embracing. His academic attitude had set an example among the members of Seongho school(星湖學派), and his disciples had strived to emulate his style. The greatness of Seongho(星湖)'s study had been revealed by development of Seongho school(星湖學派) right after his death. He had argued that the six strokes of I-Ching should be read having it divided into inward and outward divine signs. He had stated his view clearly that the divine signs ranging from one stroke to six strokes were not connected, same as Shao yong(邵雍)'s method, but, the three strokes of inward divine sign as well as the three strokes of outward divine signs were independent from each other. Seongho(星湖) also had raised many questions about Shifa(筮法), and Bianyao(變爻) and Zhuzi(朱子)'s Shifa(筮法), or Yixueqimeng("易學啓蒙") "Kaobianzhan("考變占")". In view of the Shifa(筮法), Seongho(星湖) had helped Dasan(茶山) to present 'Shiguafa(蓍卦法)' by proposing different divination rule from Zhuzi(朱子)'s Method of Divination by Shiyi("筮儀"). Seongho(星湖) had not professed something significantly different from Zhuzi(朱子) in his I-xue. His study on I-xue had been accomplished under his goal of achievements by self-regulated academic learning through doubts. "Shiguakao("蓍卦攷")" is also same. I-xue of Seongho(星湖) had made a great contribution to form Dasan(茶山)'s I-xue in the later years.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.21 no.7
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• pp.370-379
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• 2020

The purpose of this study is to estimate the longitudinal changes in the academic achievement of Korean adolescents who transition from elementary to middle school and examine the individual and social factors of the changes using piecewise growth modeling. For this study, the Multicultural Adolescents Panel Study (MAPS) data from 1st to 6th waves (4th-9th grade) were used. The results are as follows. First, the results showed that the piecewise growth function was the most appropriate method to explain changes in the academic achievement of Korean adolescents with respect to the time of vacation. Second, adolescents' academic achievement declined constantly and was greater for middle school students. Third, parental efficacy, self-esteem, and support from friends had a significant positive effect, while uninvolved parenting and acculturation stress had a significant negative effect on the initial value of academic achievement. Self-esteem and support from friends in the 4th grade prohibit its decline in the first change rate of academic achievements. Meanwhile, acculturation stress for 4th-grade students accelerates the decline of academic achievement.

• Journal of Digital Convergence
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• v.16 no.12
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• pp.153-162
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• 2018

This paper analyzed the current level of the middle school academic achievement in Changwon City and explored the ways for improving academic achievement of the middle school in Changwon City. The data used in the analysis were the results of National Assessment of Educational Achievement of middle school students from 2013 to 2016 which was released on the school's information website(www.schoolinfo.go.kr) First, the analysis found that the academic achievement level of the middle school in Changwon City was not higher than those of Gwangju, Daejeon, and Ulsan, where the population size is similar. Second, the level of academic achievement among middle schools in Changwon City differed by year. Third, the level of academic achievement of middle school in Changwon City differed by district. Fourth, the educational achievement gap among middle schools in Changwon City existed by public and private school, as well as by male school, female school, and male and female Middle School. The paper suggested that schools with low ratio of proficient and above achievement levels should look for ways to raise the percentage of proficient and above achievement levels, and schools with higher rates of below basic achievement should make efforts to solve the problem.

• Journal of the Korean Data and Information Science Society
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• v.25 no.4
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• pp.779-790
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• 2014

The purpose of this study is to find the programming capability for the students majoring in H/W. For implementing this purpose, first, the academic achievements on the C language and C++ language are measured for the graduates-to-be majoring in H/W and S/W. Second, the H/W and S/W curriculum are compared and analyzed to derive the relevant factors to give influence on the academic achievement of the programming. Third, to find the influence of mathematic competence on the academic achievement of the programming, the relevance is analyzed in terms of the regression analyses between mathematics curriculum and programing curriculum. This paper presents the effective teaching method for the improvement of the programming academic achievement in the H/W curriculum.

• Journal of Korean Elementary Science Education
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• v.24 no.5
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• pp.539-545
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• 2005

The purpose of this study was to investigate the effects of science teaching using ARCS strategies on elementary pupils' teaming motivation and academic achievement. For this purpose, 67 children of 2 classes in the 5th grade of an elementary school were involved, and each class was assigned to experimental and comparison group. The experimental group, consisting of 33 children, were applied with the teaching method using ARCS strategies, while the comparison group, 34 children, were applied with traditional-type teaching method. The instruction effects were analyzed through pre/post-test's results using the questionnaires of loaming motivation and academic achievement. The results of this study are summarized as follows. After science lessons, it was found that the teaching method using ARCS strategies was more effective in improving learners' motives of teaming science and academic achievements than traditional instructions. And the instruction using ARCS strategies was effective to the children who were in low and middle level in academic achievement compared to those in high level.

• Survey Research
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• v.11 no.1
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• pp.43-61
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• 2010

This research estimated the variation of high school students' academic achievement by using the second to the fourth wave KEEP(Korea Education and Employment Panel) data. We explored the effects of study on academic achievement in proportion to self-regulated learning hours(except for school work and private tutoring). Analysis variables were self-directed learning(study) hours throughout senior high school and 9 grade academic achievement. We conducted Latent Growth Model(LGM) using KEEP panel data and program LISREL 8.8. Results showed that there were significant effects of self-regulated learning hours on the variation of senior high school students' academic achievement. Therefore, this was considered to be useful tips in getting the relation between students' learning and academic achievement.

• International Journal of Computer Science & Network Security
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• v.21 no.4
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• pp.306-312
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• 2021

The main goal of higher education institutions is to present a high level of quality education to its students. This study uses data mining techniques to extract educational data from cumulative databases and used them to make the right decisions. This paper also aims to find the factors affecting students' academic performance in Majmaah University, KSA, during 2010 - 2017 period. The study utilized a sample of 6,158 students enrolled from two colleges, males and females. The results showed a high percentage of stumbling and dismissed between graduate and regular students where more than 62.5% failed to follow the plan. Only 2% of students scored distinction during their study of all graduated since their grade point average, secondary level, was statistically significant, where p<0.05. Dismissed percentage was higher among males. These results promoted some recommendations in which decision-makers could take them in considerations for better improvement of academic achievements: including of specialized programs to follow-up in regards to stumbling and failure. Utilization of different communication tools are needed to activate academic advisory for dismiss and dropout evaluation.

• Research in Mathematical Education
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• v.11 no.2
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• pp.153-163
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• 2007

Utilizing the quantitative analysis methodology of questionnaire, the study explores the differences in the factors of achievement motivation, learning mathematics attitude and learning mathematics self-confidence and also the relationship between mathematics academic achievement and these factors in three areas in China. The following conclusions are drawn: 1. The subjects from different development level areas have significant differences in motivation, attitude and self-confidence in mathematics; 2. The subjects from different areas who possess the same ethnic group have significant differences. But the subjects from same area who possess different nationalities have little difference. It can be concluded that that the differences in these factors can be contributed to regional differences, rather than to ethnic differences; 3. The subjects from undeveloped areas have significant gender differences, and the levels of males are higher than those of female.