• Journal of the Korean Academy of Child and Adolescent Psychiatry
• /
• 제18권1호
• /
• pp.58-65
• /
• 2007

Objectives : Motivational factor is a unique contributor to the typically poor academic performance of children with ADHD. However, few study has directly intervened learning motivation in children with ADHD. We conducted this study to explore the direct effects of the learning motivation improvement program applied to children with ADHD. Method The program was designed in order to increase an interest-inducing educational intervention, an academic skills integration, a basic learning activity (reading, writing, and math), and children's self-esteem. We conducted the program twice a week (total 10 sessions) and assessed learning motivation, teaming attitude, self-esteem, academic performance, and problem behaviors of participating children. Results : After the program, teachers reported improvement in teaming motivation. In addition, parents notified sisnificant reduction of problem behaviors. Children reported improvement in a few domains of teaming motivation and learning attitude. Conclusion : While loaming motivation is regarded as an important factor in education, there have been few studies considering this issue in both educational and psychiatric fields. The teaming motivation improvement would be needed in both field in order to reduce the deficits in academic performance in children with ADHD.

• 한국학교보건학회지
• /
• 제21권1호
• /
• pp.1-9
• /
• 2008

Purpose : To investigate the degree of apearance satisfaction, self-es teem and school maladjustment and the corelation among the three variables in elementary, middle and high school student. Method : The subject of this study was total 878 students of elementar y, midle, and high schol in Seoul. The data were collected through a sel f-administered questionaire f rom June, 18 to June, 29, 2007. Results : The mean of apearance satisfaction was 29.8. Apearance sati according to school, presence of parents, academic performance, and the number of friend. The mean of self-estem was 77.9. Self-esteem showed significant diferences according to grade, academic performance, and the number of friend. The mean of school maladjustment was 54.3. School maladjustment gender, academic performance, and the number of friend. In the corelation among three variables, there was a positive corelation betwen apearance satisfaction and self-esteem but there was a negative corelation betwen appearance satisfaction and school maladjustment, and also a negative corr multiple linear regresion analysis to investigate influencing factor on schol maladjustment, apearance satisfaction and self-estem were significant variables. Conclusion : We should make regular education program and provide students through school classes which help from their parents.

• International Journal of Computer Science & Network Security
• /
• 제24권7호
• /
• pp.79-86
• /
• 2024

This research is conducted in order to analyze the student's academic performance at the secondary school level in Sindh province of Pakistan. The study was focused on the students who have passed the Matriculation level recently. The sample of size equal to 1097 secondary level students was randomly selected in a way that from each college roughly up to 150 students took part in the survey. The sample selection was further divided on gender (Male=448, Female=649) and Locale (Urban=456, Rural=641). A survey questionnaire was circulated for data collection. The statistical analysis based on Pearson's Chi-Square and Correlation models were carried out using the collected data. The conclusion was drawn from results that strongly revealed that the student's academic achievement at high school level was highly associated to their parent's educational level and socio-economic background. Therefore, it is strongly recommended that the financial condition of the population must be enhanced by taking suitable measures. The affected students should be awarded adequate financial assistance or scholarships to face such hardships of their learning career. Free laptops, learning materials, books, and stationery should also be provided.

• International Journal of Computer Science & Network Security
• /
• 제21권7호
• /
• pp.350-358
• /
• 2021

In modern years, the performance of the students is analysed with lot of difficulties, which is a very important problem in all the academic institutions. The main idea of this paper is to analyze and evaluate the academic performance of the college students with bipolar disorder by applying data mining classification algorithms using Jupiter Notebook, python tool. This tool has been generally used as a decision-making tool in terms of academic performance of the students. The various classifiers could be logistic regression, random forest classifier gini, random forest classifier entropy, decision tree classifier, K-Neighbours classifier, Ada Boost classifier, Extra Tree Classifier, GaussianNB, BernoulliNB are used. The results of such classification model deals with 13 measures like Accuracy, Precision, Recall, F1 Measure, Sensitivity, Specificity, R Squared, Mean Absolute Error, Mean Squared Error, Root Mean Squared Error, TPR, TNR, FPR and FNR. Therefore, conclusion could be reached that the Decision Tree Classifier is better than that of different algorithms.

• 한국컴퓨터정보학회논문지
• /
• 제28권3호
• /
• pp.159-166
• /
• 2023

본 논문에서는 대학생들이 정보화마인드가 충족되었을 때 학업성과가 향상되는지를 검토하여 대학의 정보화 교육에 합리적인 방안을 제안한다. 특히 체육계열과 일반계열 학생들 간의 비교를 통해 향후 대학에서의 정보화 교육 전략 마련에 실증적으로 도움을 주고자 하였다. 분석 결과, 전공 계열별로 일부 차이는 있었으나, 전반적으로 정보화마인드(정보화기술 필요성 인식, 정보화 개념 이해 및 활용, 정보화 리스크 인식)는 전공융합능력과 팀워크 및 자기주도학습능력, 학업성적을 향상시키는 요인으로 나타났다. 이러한 결과는 대학생들의 정보화마인드를 향상시키기 위해서는 정보화에 대한 필요성을 인식시키고 전공 특성에 맞는 교육과정과 프로그램을 도입하여 실행해야 함을 시사한다.

• Educational Technology International
• /
• 제23권2호
• /
• pp.207-237
• /
• 2022

As technological changes continue to accelerate every day, meeting the needs of a shifting educational landscape requires leaving an exclusively "in-person" education behind. Gamified learning environments should be carefully designed in light of conflicting studies to suit students' needs. The purpose of this meta-analysis is to draw conclusive results regarding the application of the most commonly used game elements in education, i.e., badges and leaderboards, through a comprehensive analysis of their impact on academic performance in online learning. Review Manager (RevMan 5.4) was used to analyze eligible studies selected from Emerald, SAGE, ERIC, EBSCO, and ProQuest between January 2011 and January 2022. Analyzing 37 studies found that using leaderboards and badges in online education enhanced academic performance when compared to traditional learning without gamification (SMD = 0.39). The badge-only intervention showed a larger effect size (SMD = 0.33) than the leaderboard-only intervention (SMD = 0.27). Badges and leaderboards together exhibited a larger effect size (SMD = 0.48) than individual game elements (SMD = 0.40). The impact of the game elements on academic performance was greater in the humanities (SMD = 0.51) than in STEM fields (SMD = 0.32) and was greater for K-12 students (SMD = 0.63) than for college students (SMD = 0.31). This study contributes to a timely discussion of the use of badges and leaderboards in COVID-19 online learning trends and provides relevant data for designing integrations of online education and gamification models.

• Journal of Sport and Applied Science
• /
• 제7권3호
• /
• pp.27-35
• /
• 2023

Purpose: Providing tutoring services may be one of the most effective practices for improving academic performance and student retention. However, there is little information on the difference between mandatory tutoring (MT) and voluntary tutoring (VT) on the impact of student academic performance. This investigation compared the effectiveness of VT and MT services in the three upper level undergraduate classes. Research design, data, and methodology: Baseline data were collected in a spring semester where no tutoring of any kind was offered (control group (CG), n=78). The MT (n=104) was required in the following fall semester, and in the next spring semester only VT (n=97) was offered. Descriptive statistics and One-way ANOVA using IBM SPSS v23 (Chicago, IL) were used to analyze the final grades of the courses to identify differences in final grades between semesters. Results: Although final grades averaged from three classes were highest in the MT group, there were no statistical differences between the MT and VT groups, F(2, 292) = 1.150, p =.318. Conclusion: This study indicates there was no significant difference in academic performance between the two tutoring types, but that both tutoring services can be effective.

• Journal of Audiology & Otology
• /
• 제25권2호
• /
• pp.65-71
• /
• 2021

Background and Objectives: In masking level difference (MLD), the masked detection threshold for a signal is determined as a function of the relative interaural differences between the signal and the masker. Study 1 analyzed the results of school-aged children with good school performance in the MLD test, and study 2 compared their results with those of a group of children with poor academic performance. Subjects and Methods: Study 1 was conducted with 47 school-aged children with good academic performance (GI) and study 2 was carried out with 32 school-aged children with poor academic performance (GII). The inclusion criteria adopted for both studies were hearing thresholds within normal limits in basic audiological evaluation. Study 1 also considered normal performance in the central auditory processing test battery and absence of auditory complaints and/or of attention, language or speech issues. The MLD test was administered with a pure pulsatile tone of 500 Hz, in a binaural mode and intensity of 50 dBSL, using a CD player and audiometer. Results: In study 1, no significant correlation was observed, considering the influence of the variables age and sex in relation to the results obtained in homophase (SoNo), antiphase (SπNo) and MLD threshold conditions. The final mean MLD threshold was 13.66 dB. In study 2, the variables did not influence the test performance either. There was a significant difference between test results in SπNo conditions of the two groups, while no differences were found both in SoNo conditions and the final result of MLD. Conclusions: In study 1, the cut-off criterion of school-aged children in the MLD test was 9.3 dB. The variables (sex and age) did not interfere with the MLD results. In study 2, school performance did not differ in the MLD results. GII group showed inferior results than GI group, only in SπNo condition.

• 대한청각학회지
• /
• 제25권2호
• /
• pp.65-71
• /
• 2021

Background and Objectives: In masking level difference (MLD), the masked detection threshold for a signal is determined as a function of the relative interaural differences between the signal and the masker. Study 1 analyzed the results of school-aged children with good school performance in the MLD test, and study 2 compared their results with those of a group of children with poor academic performance. Subjects and Methods: Study 1 was conducted with 47 school-aged children with good academic performance (GI) and study 2 was carried out with 32 school-aged children with poor academic performance (GII). The inclusion criteria adopted for both studies were hearing thresholds within normal limits in basic audiological evaluation. Study 1 also considered normal performance in the central auditory processing test battery and absence of auditory complaints and/or of attention, language or speech issues. The MLD test was administered with a pure pulsatile tone of 500 Hz, in a binaural mode and intensity of 50 dBSL, using a CD player and audiometer. Results: In study 1, no significant correlation was observed, considering the influence of the variables age and sex in relation to the results obtained in homophase (SoNo), antiphase (SπNo) and MLD threshold conditions. The final mean MLD threshold was 13.66 dB. In study 2, the variables did not influence the test performance either. There was a significant difference between test results in SπNo conditions of the two groups, while no differences were found both in SoNo conditions and the final result of MLD. Conclusions: In study 1, the cut-off criterion of school-aged children in the MLD test was 9.3 dB. The variables (sex and age) did not interfere with the MLD results. In study 2, school performance did not differ in the MLD results. GII group showed inferior results than GI group, only in SπNo condition.

• 디지털융복합연구
• /
• 제14권1호
• /
• pp.131-139
• /
• 2016

최근 서비스 경영이나 경영 정보 연구에서 서비스 중독에 대해 많은 연구들이 진행되고 있다. 서비스 중독은 사용자들의 건강과 업무 성과 저하 등 여러 부정적 결과들을 발생시킨다. 이런 맥락에서 본 연구에서는 모바일 메신저 서비스(MMS) 중독이 사용자들의 건강 문제와 학업 성과 문제에 미치는 영향을 살펴보고자 한다. 또한 MMS 중독의 선행 요인으로 개인적 특성과 서비스 특성을 고려하였다. 카카오톡을 자주 사용하는 대학생 162명을 대상으로 연구 모형을 분석하였으며, PLS을 활용하였다. MMS 중독은 건강 문제와 학업 성과 문제에 유의적인 영향을 미치는 것으로 분석되었다. 자기 존중감과 자기 통제력은 MMS 중독에 유의한 영향을 미쳤다. 집중은 MMS 중독 형성에 핵심적인 역할을 담당하였지만, 사회적 관계 형성과 인지된 즐거움은 MMS 중독에 유의한 영향을 미치지 않았다. 연구 분석 결과를 바탕으로 MMS 제공업체들이나 정부는 사용자들의 MMS 중독 메커니즘 이해를 통해 중독 예방을 할 수 있는 효과적인 정책을 수립할 수 있을 것으로 기대한다.