• Journal of Fisheries and Marine Sciences Education
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• v.25 no.4
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• pp.757-765
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• 2013

The purpose of this study is to examine the effects of peer tutoring on students' achievement and learning satisfaction in a liberal computer class at university level. Traditional teaching method was applied for the control group consisting 55 students for 8 weeks. The experimental group containing 44 students was instructed using both traditional teaching method and peer tutoring. According to the results of diagnosed test, the experimental group was divided into heterogeneous ability group of 3 or 4. The tutor training was provided a week in advance of the class and the students played a role of a tutor and tutee by taking turns. The results showed no significant differences between the two groups on academic achievement; however, in terms of students' learning satisfaction, it displayed a wider range of results. The learning satisfaction data from the experimental group showed a much higher level than that of the control group. It is predicted that the amount of class hours of a week, the quality of the lecture and the application of peer tutoring affect the students' academic achievement. It is suggested that subsequent research on peer tutoring will allow for more in-depth study in this field.

• Journal of the Korean Society of Child Welfare
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• no.32
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• pp.69-97
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• 2010

The purpose of this study is to investigate the effects of high school students' academic problems such as academic stress and low academic achievement on suicidal ideation and the mediating effects of individual-level risk factors (e.g., depression, aggression) and protective factors (self-esteem, emotion regulation) on the relationship between academic problems and suicidal ideation. This study used data of three waves(2005-2007) from the Korea Youth Panel Survey(KYPS). The analyses were conducted on 2,093 academic high school students, who participated in this panel study. The results from structural equation modeling show that academic stress has positive effects on depression and aggression, but negative effect on self-esteem. Low academic achievement has positive effect on aggression but negative effect on self-esteem. Depression and aggression as individual-level risk factors have positive effects on suicidal ideation. In contrast, self-esteem and emotion regulation as individual-level protective factors have negative effects on suicidal ideation. The relationship between academic problems and suicidal ideation is mediated by depression, aggression, and self-esteem. Based on the study findings, practice implications for youth welfare are discussed to screen high-risk youths and to prevent adolescent suicide in advance.

• Journal of the Korean Data and Information Science Society
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• v.26 no.1
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• pp.123-139
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• 2015

The purpose of this study is to analyze the effect of the parent's socioeconomic status to the academic achievement, together with the mediation effect of the private education expenditure. The structural equation modeling (SEM) method is used with the survey of private education expenditures data collected by Statistics Korea in 2011. In SEM, the multi-group effect is also analyzed for gender, region and school level. The analysis results show that the high socioeconomic status of parent tends to increase the private education expenditures but does not affect the academic achievement, and there are the significant multi-group effect for gender, region, and school level.

• Korea Real Estate Review
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• v.27 no.4
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• pp.63-76
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• 2017

The purpose of this study is to analyze the effect of the results of a nationwide academic evaluation of middle schools and high schools on apartment prices in Ulsan City by using a hedonic pricing model. The results of the middle school and high school achievement test, the College Scholastic Ability Test (CSAT) score for high school, the national united evaluation score, and the number of successful applicants to prestigious universities have a significant effect on the apartment price formation with a positive relationship. In addition, different kinds of academic evaluation score have asymmetric effects on apartment price determination. The results of the high school achievement evaluation are more important than the results of the middle school achievement evaluation in the apartment price determination. Among the achievement evaluation results, the ratio of the students with the higher education level is more important than the ratio of the students with the lower basic education level. Furthermore, the CSAT score for Natural Sciences is more important than the CSAT score for the Humanities course.

• The Journal of the Korea Contents Association
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• v.18 no.3
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• pp.215-227
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• 2018

Research on ways to improve e-learning effectiveness has been actively conducted due to the increased numbers of web-based e-learning learners. Of many variables related to e-learning effectiveness, self-regulated learning strategy and presence have been reported as major factors that influences academic achievement in e-learning settings. The purpose of this study was to investigate the effect of self-regulated learning strategy and presence on academic achievement in web-based e-learning. In addition, this study tried to provide useful basic data for successful support and design of e-learning by verifying the mediating effect of these variables. As a result, it was verified that teaching presence and social presence have mediating effects in the relationship between self-regulated learning strategy and perceived achievement in web-based e-learning. Moreover, subjective perception of student's academic achievement played a mediating role between learners' perceived presence and academic achievement. Through this study, it is verified that it is necessary to search for ways to improve the level of learners' teaching presence and social presence in web-based e-learning design in order to eventually improve academic achievement.

• The Journal of Korean Association of Computer Education
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• v.12 no.1
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• pp.15-22
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• 2009

Computer programming language learning has an educational effect on improving the high level abilities such as a logical thinking ability and a problem solving ability as well as on understanding a computer working process through the process of programming and debugging tasks. In this study, the Flow Theory is applied for the students to have inner learning motive and continue their learning in the programming language learning. For this, we developed teaching-learning strategies applied by Flow elements, and designed to the WBI. We also applied to the actual teaching-learning field designed WBI and verified the effects on the changes in the learner's Flow level and academic achievement. The result of verification, WBI learning applied by Flow Theory is effective on improving Flow level, making the students have the learning goal and spirit of challenging, forming feedbacks. Also Flow experiences have effect on improving academic achievement(programming ability) through the positive effects on the results of the learning.

• Journal of the Korean Society of School Health
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• v.28 no.3
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• pp.200-210
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• 2015

Purpose: This study aimed to examine the use of smart phones and their relationship with self-efficacy and academic achievement among students in 5th to 6th grade. Methods: 954 students in $5^{th}$ to $6^{th}$ grade were selected from three elementary schools in K City through purposive sampling. Data of 591 respondents were analyzed by $x^2$ test, ANOVA, correlation analysis and multiple regression analysis using the SPSS/WIN program. Results: First, 64% of the students possessed a smart phone and female students used their phone more than male students. 47.5% of the students said they first used a smartphone in their $5^{th}$ grade and 11.7% said in their 6th grade. Second, heavier use of smart phones was related to a lower level of self-efficacy (p<.001). Third, the more the students used a smart phone, the less they achieved in academic performance (Korean language: p<.001, mathematics: p<.01). Finally, the biggest factor influencing smart phone addiction was longer use of smart phones. In addition, lower self-efficacy and lower ability to adapt to difficult tasks were the factors influencing the increase in smart phone addiction. Less use of smart phones and higher self-efficacy resulted in higher achievement in academic performance. Conclusion: It is essential to decrease students' use of smart phones and improve their self-efficacy and academic performance. Intervention programs to reduce the use of smart phones should include a profound interest, a personality-oriented educational environment and sufficient dialogues with students at home, schools and the local society, beyond simple regulations to prevent adverse effects.

• The Journal of Korean Academic Society of Nursing Education
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• v.18 no.2
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• pp.239-247
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• 2012

Purpose: This study is to assess the level of student perceptions, academic achievement, satisfaction, and their relationships in a medical-surgical nursing course using team-based learning (TBL). Method: Four-hour TBL sessions were given in a structured three-phase sequence in a cohort of 261 second year nursing students. Results: Mean perceptions of TBL was $6.64{\pm}5.11$, and $8.30{\pm}4.11$ for perceptions of teamwork. On a 7-point scale, the mean satisfaction score was $4.85{\pm}1.41$, and 64.0% of nursing students were satisfied with TBL compared to lecture. Group readiness assurance test score was significantly higher than individual readiness assurance test score (t=-16.76, p<.001). Perceptions of TBL (F=1.40, p=.245), perceptions of team work (F=1.55, p=.202) and satisfaction (F=0.81, p=.489) was not different by the level of students' academic achievement on items related TBL. Conclusion: Results indicates that TBL was an effective instructional strategy including favorable perceptions and satisfaction for nursing students. TBL could be an adjunct educational strategy for undergraduate nursing education.

• Journal of Digital Convergence
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• v.15 no.11
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• pp.67-76
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• 2017

To conduct research using small group learning with advanced technology in school, small group collaborative learning was conducted in virtual reality called Second Life for high school history class to verify the effects of the role of group members (leader, group member) in collaborative learning activities in this study. Two classes of the second grade of high school were selected randomly and 20 groups were also randomly assigned, and each group was consisted of three members (1 leader and two group members). Academic achievement and satisfaction with academic activities were used to verify the effect of the role as measurement tools, and collected quantitative data were tested by independent sample t. As a result, it was found that performing the role of leader in collaborative learning activities in virtual reality was effective in promoting enhancing students' academic achievement and increasing satisfaction level. Lastly, utilization and improvement of small group collaborative learning using virtual reality in the field of education were discussed.

• Korean Journal of Social Welfare Studies
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• v.49 no.4
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• pp.5-30
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• 2018

The purpose of this study was to develop and empirically evaluate a theoretical model that delineated the processes whereby parents' socioeconomic status affected students'academic achievement via parental support and students' ego-resilience. The proposed model was tested with the first and second wave of a cohort sample of the first grade middle school students from the Korean Children Youth Panel survey by using linear structural relations techniques. The results of analysis showed firstly that parents' socioeconomic status, parental support and students' ego-resilience directly affected the level of students'academic achievement with statistical significance. Secondly, parental support, the proxy of social capital of the family, was contingent upon the parents'socioeconomic status. Thirdly, in addition to its direct effect, parents'socioeconomic status gave indirect effect on students' academic performance through parental support and ego-resilience. Based upon these results implications for social work intervention were provided.