• Korean Journal of Audiology
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• v.24 no.2
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• pp.61-70
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• 2020

Background and Objectives: To assess the academic performance, communication skills, and psychosocial development of prelingual deaf children with cochlear implants (CIs) attending mainstream schools, and to evaluate the impact of auditory speech perception on their classroom performance. Subjects and Methods: As participant, 67 children with CI attending mainstream schools were included. A survey was conducted using a structured questionnaire on academic performance in the native language, second language, mathematics, social studies, science, art, communication skills, self-esteem, and social relations. Additionally, auditory and speech performances on the last follow-up were reviewed retrospectively. Results: Most implanted children attending mainstream school appeared to have positive self-esteem and confidence, and had little difficulty in conversing in a quiet classroom. Also, half of the implanted children (38/67) scored above average in general academic achievement. However, academic achievement in the second language (English), social studies, and science were usually poorer than general academic achievement. Furthermore, half of the implanted children had difficulty in understanding the class content (30/67) or conversing with peers in a noisy classroom (32/67). These difficulties were significantly associated with poor speech perception. Conclusions: Improving the listening environment for implanted children attending mainstream schools is necessary.

• Journal of Korean society of Dental Hygiene
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• v.10 no.1
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• pp.173-183
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• 2010

Objectives : The purpose of this study was to provide basic materials for defining educational direction of dental hygiene department and establishing the instruction to improve direction consulting and academic effect of dental hygiene department student. Methods : The researcher surveyed the relation among job aptitude, academic ability and academic performance by selecting 131 dental hygiene department students of P university as study targets. Results : For high school classifications, direction searches and academic abilities of dental hygiene department students of P university, it was found that classical high school was 68.7% and vocational high school was 31.3%. For job aptitude, social type was 58.0% and artistic type was 26.0% so they were usual. For academic ability, interpersonal relation($12.78{\pm}1.34$), music/rhythm was($12.32{\pm}1.09$) and natural($12.32{\pm}1.00$) showed high scores in order over the first, the second and the third field and language/vocabulary(22.6%) and music/rhythm(21.6%) was the next. For academic performance depending on high school classification, job aptitude and academic ability, there was a significant difference in high school classification by classical high school($86.55{\pm}8.21$) and vocational high school($85.34{\pm}11.31$)(p<0.05) and there was also a significant difference in job aptitude by social type($85.45{\pm}9.42$) and artistic type($88.41{\pm}6.93$)(p<0.05). In the mutual relation between academic ability and academic performance, the high academic ability score in the first field was led to the high score in the second and the third field, showing significant mutual relation(p<0.00). Conclusions : This research has been accomplished by college students of dental hygeine department, so you have to consider before generalizing these results. Therefore it is required to research more, likewise using a comparison with other students or it should be conducted by general people.

• Journal of Nutrition and Health
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• v.41 no.8
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• pp.786-796
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• 2008

This study examined the influence of the nutrient intake status, dietary habit, and academic stress of elementary school children on their academic achievement. Two-hundred and twenty-four fifth-graders in Bucheon-si, Gyeonggido were surveyed. The study included the 24 hr-recall, anthropometric measurement, assessment of stress level and academic achievement. The subjects were normal in height, weight and Rohrer index, but higher percentage of underweight was seen in girls and vice versa in boys. The overall nutrient intake and dietary habits were fairly good, but Ca and folate intake was less than 75% KDRIs and dietary habits of boys were inferior. Academic stress level of all the subjects was not high. In terms of academic performance and its relations with nutrient intake, the more the amount of nutrient intake, the higher the academic performance. Especially, it was true for the energy, protein, phosphorus, potassium, zinc, polyunsaturated fatty acids, and n-6 fatty acid intakes (p < 0.05). The overall academic performance was higher for those who eating-out less frequently. Children with higher comprehensive dietary habit scores have shown better academic performance (p < 0.05). Less stress implied to those shown higher academic achievement while those with relatively poor academic performance showed high stress level since their grade did not improve as much as they anticipated. In conclusion, the academic achievement was higher for those who have a better nutritional status, better dietary habits, and lower stress levels. Therefore, it is critical for nutritionists, parents, and teachers to improve the nutritional status and dietary habits as well as to help them manage their stress levels, which will eventually contribute to an enhanced academic performance.

• Health Policy and Management
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• v.9 no.2
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• pp.21-39
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• 1999

An increasing number of hospitals are seeking for new or mixed compensation strategies to improve the productivity of their medical staff in the struggle to provide high quality medical services at low costs amid the economic hardship. To motivate physicians toward the right direction, it is necessary to effectively evaluate their performance that provides a basis for compensation. However, productivity has been historically difficult to measure, particularly for physicians in academic medical centers who are expected to engage in research, education, and patient care simultaneously. The objectives of this study were to define performance measures of physicians and clinical departments in academic medical centers. to examine correlations between the measures. and to investigate factors affecting the measures. The performance data of 212 faculty physicians in 17 clinical departments in two university teaching hospitals affiliated to one medical school during the fiscal year 1994 was used for analyses. Patient care revenue, net profit. and adjusted number of patients were defined to measure the performance in patient care. and number of articles published in academic journals and research grant were defined for research activities. Both individual physicians' performance measures and per physician measures of clinical departments were analyzed. All measures defined to evaluate individual physicians' performance were positively related to each other. Clinical department and rank of faculty position were statistically significant predictors of revenue. and hospital. clinical department. and rank were significant predictors of net profit. journal publication. and research grant. Patient care measures defined to evaluate clinical departments were related to each other. so were research measures. and no significant correlations were found between patient care measures and research measures. Also found were large differences in department. ranks when clinical departments were evaluated by absolute per physician performance measures and evaluated by annual rate of changes in performance measures. These findings suggest that departmental performance measures opposed to individual performance measures are relatively free from problems of factors affecting the performance measures that are not in control of clinical departments or individual physicians. Results from the correlation analysis of departmental performance measures indicates that measures of research performance should be included in the evaluation to promote research activities in academic medical centers.

• Korean Journal of Child Studies
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• v.31 no.1
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• pp.65-82
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• 2010

This study investigated the longitudinal effects of family risk factors, parent-child relationships, and language abilities of children in low-income families in terms of both school adjustment and academic performance. The subjects were 176 children aged 5 to 7 and their mothers. They participated in follow up studies over the next 3 years. The children were tested using the Wechsler Intelligence Scales and language tests; and classroom teachers rated their levels of both school adjustment and academic performance. Mothers reported parent-child relationships, maternal depression, and family economic resources. Data were analyzed using Pearson's correlation, and structural equation modeling (SEM). Our results indicated that there were direct effects of language abilities, and indirect effects of parent-child relationships and maternal depression upon children's school adjustment and academic performance. It was also revealed that language abilities had a mediating effect between parent-child relationship and school adjustment/ academic performance.

• Human Ecology Research
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• v.56 no.5
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• pp.461-472
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• 2018

Using a sample of third grade middle school students from the forth wave of Children and Youth Panel Survey in 2012, the mediation effects of private educational expenditure between parenting styles and children's academic performance were investigated by applying factor, cluster, tobit, and two stage regression analysis. The major results were as follows. First, four types of parenting style were identified. The most frequent parenting style was ambivalent parenting (tiger parenting) which was followed by authoritative parenting. Second, compared to permissive parenting style, ambivalent, authoritative, and authoritarian parenting styles were significantly associated with more private educational expenditures. Third, more private educational expenditures were significantly associated with higher academic performance of children. I found both a full mediation effect of private educational expenditure for ambivalent and authoritarian parenting styles, and a partial mediation effect for authoritative parents. Authoritative parenting style has a negative moderating effect on the relationship between household income and private educational expenditure, along with a positive direct effect on the academic performance of children. The results suggested that an authoritative parenting style was related with higher academic performance of children with less private educational expenditures compared to other parenting styles. The results also implied that the public policies to enhance authoritative parenting style among parents would be effective to reduce household's private educational expenditures.

• Journal of Information Technology Services
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• v.20 no.4
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• pp.129-140
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• 2021

Recently, interest in AI tutors is rising as a way to bridge the educational gap in school settings. However, research confirming the effectiveness of AI tutors is lacking. The purpose of this study is to explore how effective learner characteristics and recommended item learning activities are in predicting learner's academic performance in an adaptive online learning environment. This study proposed the hypothesis that learner characteristics (prior knowledge, midterm evaluation) and recommended item learning activities (learning time, correct answer check, incorrect answer correction, satisfaction, correct answer rate) predict academic achievement. In order to verify the hypothesis, the data of 362 learners were analyzed by collecting data from the learning management system (LMS) from the perspective of learning analytics. For data analysis, regression analysis was performed using the regsubset function provided by the leaps package of the R program. The results of analyses showed that prior knowledge, midterm evaluation, correct answer confirmation, incorrect answer correction, and satisfaction had a positive effect on academic performance, but learning time had a negative effect on academic performance. On the other hand, the percentage of correct answers did not have a significant effect on academic performance. The results of this study suggest that recommended item learning activities, which mean behavioral indicators of interaction with AI tutors, are important in the learning process stage to increase academic performance in an adaptive online learning environment.

• The Journal of Information Systems
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• v.20 no.4
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• pp.181-204
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• 2011

Recently, the development of ICT(information & communications technology) with the advent of new media paradigm shift in learning has brought a dramatic impact on the competitiveness of universities. The previous studies on the academic performance of e-learning mainly targeted on e-learning users, studying additional synchronization and system quality factors to measure academic performance. This study empirically analyzed the learning flow and academic performance considering both DeLone & McLean model system quality and synchronizing factors based on ARCS model. Relating to quality and synchronization factors, the academic performance of e-learning system was tested, and the difference between learning flow and academic performance was also analyzed based on time-series data, by the test difference(in the beginning, during, and final of the semester). The results of the study are as follows. First, the study shows that both system quality and synchronization directly affected the learning performance. Thus, when designing e-learning system, it is necessary to consider these two factors at the same time. Second, the indirectly mediating effect on the system quality and synchronization factors turned out to be significant in learning flow. Third, the result of regression analysis on the contents of utilizing dummy variable presents that the teacher's explanation has greater influence than multimedia has to the academic performance, and furthermore, the test difference showed no significance. Further research should be undertaken to consider the learner's degree of acceptance which reflects various aspects for building m-learning or u-learning.

• Journal of Information Management
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• v.40 no.1
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• pp.1-27
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• 2009

The study investigated the indicators for information service system performance measurement through the review on the related literatures, and developed 16 indicators for the performance measurement in 4 areas of library visit, lending, reference service and user instruction, and electronic service. And then with the indicators, the study surveyed 6 academic libraries including each 2 of large, middle, and small sized academic libraries. Based on the survey results, the study made a proposal for the application of performance indicator and the improvement of information service system performance.

• The Journal of the Korea Contents Association
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• v.20 no.5
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• pp.644-652
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• 2020

The objective of this study was carried out to examine the academic self-efficacy mediating effect in the relationships of AIS educaton and contextual performance. For this study, data collected from 282 students were analyzed using the SPSS 23.0 and AMOS 23.0 programs. Results of this study are as follows. First, it was found that AIS education had a positive (+) impact on contextual performance. Second, it was found that academic self efficacy had an effect on contextual performance. Third, it was found that academic self efficacy had a mediating effect on the relationship of AIS education and contextual performance. The Sobel test was performed to identify the mediating effect. AIS education had a direct impact on contextual performance as well as an indirect impact through academic self-efficacy. These results provide that AIS education improves academic self-efficacy and thereby be effective for contextual performance. Follow-on research needs to expand of sample and using diverse variables.