• The Journal of Korean Association of Computer Education
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• v.18 no.2
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• pp.47-57
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• 2015

In this study, the experiment was carried out on an experiment group of 24 and a control group of 25 in order to investigate the effect of flipped learning on the motivation and academic achievement of elementary students. Research tools such as flipped learning program, motivation questionnaire and academic achievement questionnaire were used. Study procedures consisted of pre-test, experimental process, and post-test in order and the data processing was performed by independent sample t-test and paired sample t-test. The results show that flipped learning has a positive effect on learning motivation and academic achievement. For instance, flipped learning influenced on improvement of motivation elements such as attention and confidence. Also flipped learning has a more effect on low-level students than high-level students in academic achievement.

• Journal of Korean society of Dental Hygiene
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• v.15 no.4
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• pp.603-611
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• 2015

Objectives: The purpose of the study is to investigate the academic achievement in comprehensive dental hygiene courses using MBTI personality type. This study will provide the various pedagogical approaches in the dental hygiene education. Methods: A self-reported questionnaire was completed by 58 dental hygiene students in Chungnam from December, 2012 to March, 2014. The questionnaire consisted of academic achievement of comprehensive dental hygiene course and communication skills, After filling out the questionnaire, the students completed MBTI personality type sheet. Results: The students were categorized as extroversion type (58.6%), sensing type (70.7%), feeling type (56.9%), and perceiving type (67.2%). In the academic achievement, extroversion and judging personality type students had higher self-efficacy than the students of introversion and perceiving types. The extroversion personality type students also had the higher assignment level and confidence than the introversion type. Conclusions: In order to enhance the understanding and learning capacity of the students, dental hygiene professors should understand the differences in achievement levels due to different personality types so that they can utilize better pedagogical approaches.

• The Journal of the Convergence on Culture Technology
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• v.10 no.2
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• pp.237-244
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• 2024

We studied the effects on their academic achievement of chemistry II and advanced chemistry subjects of science high school students according to the type of class (face-to-face and non-face-to-face). The subjects of this study were 195 first-year students of G Science High School located in Gyeongnam. The average scores of Chemistry II and Advanced Chemistry in non-face-to-face classes in 2020 and face-to-face classes in 2021 were compared and analyzed. As a result of comparing and analyzing the academic achievement according to the class type, students' grades in Chemistry II and Advanced Chemistry were higher in non-face-to-face classes. In the comparison of academic achievement by level according to class type, Chemistry II showed higher average grades in non-face-to-face classes as the lower level were, and in advanced chemistry, the higher the upper grades in non-face-to-face classes. In addition, in terms of the effect of changes in class form on the upper and lower 10% levels of academic achievement of Chemistry II, the upper 10% showed high grades in face-to-face classes and the lower 10% in non-face-to-face classes. On the other hand, in advanced chemistry, the average grade of non-face-to-face classes was higher than that of face-to-face classes in the top 10%, and the average grade of face-to-face classes was higher than that of non-face-to-face classes in the bottom 10%. Through these results, it was found that in the teaching-learning of science high school students, instructors need to design and treat teaching-learning appropriate to the level of academic achievement.

• The Journal of Korean Academic Society of Nursing Education
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• v.20 no.4
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• pp.596-605
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• 2014

Purpose: This study aims to understand the influence of college entrance system-related factors and scores of college scholastic ability test on a first year nursing student's academic achievement. Method: Data collected include both a descriptive survey designed to assess college entrance system-related factors with respect to 182 nursing students attending a 4-year nursing college program and their test scores in the first year. The data were analyzed via descriptive statistics, Mann-Whitney U test, Kruskal-Wallis test with Bonferroni's correction, and Spearman's rank correlation coefficient through an SPSS 18.0 program. Results: Student academic achievement with regard to college entrance system-related factors exhibited significant divergence from first year grade point averages (hereafter GPA) and natural science grades. Conclusion: This study confirmed the existence of significant differences, depending on the factors regarding the college entrance system. As a result, conducting assessment to evaluate the level of basic knowledge before college entrance is highly recommended. Also recommended is the development of a support program for students projected to have difficulties with respect to their academic achievement.

• Architectural research
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• v.17 no.1
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• pp.13-20
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• 2015

The physical environment can dramatically affect students' feeling and their behavior, educational attainment, and the way in which we do school activities. Unlimited access to campus areas without appropriate securities have reported an increase of crime in school area and safety issues has encouraged school facility planners to install securities devices at every corner of buildings. However, it is still questionable whether this approach is enough to protect students and staffs from the victimization of crime, including thefts, burglaries and sexual offences. There has been continued doubt about the safety of educational facilities where individual college students are studying and enjoying extra-curricular activities. Therefore, the purpose of this study is intended to investigate the effects of perception of safety by students on the level of academic performance at public outdoor environment of university campus. An extensive literature noted that the central element of modern school design principle mainly holds the theory of crime prevention through environmental design (CPTED) and the concept of defensible space. The second generation of CPTED also focused on social soft issues as well as situational factors, which extends beyond mere physical design to include social factors. The correlation analysis found that the effect of sense of safety does appear to be statistically significant on the facilitation of academic achievement. However, the analysis of Chi-square concluded that the perception of safety was not related to demographic and socio-economic profiles of the group except for gender. Further, stepwise multiple regression analysis revealed that the most prime predictor for academic achievement were 'safe public outdoor space/paths' at university campus environment, implying careful design of public open space and sidewalks based on the guideline of CPTED. The study also demonstrated that as the level of positive perception of safety rose, the overall academic achievement also responded to the specified rate (${\beta}=.99$). Finally, the findings reinforce an evidence that high-quality school environments are a positive factor in student academic performance.

• The Journal of Korean Academic Society of Nursing Education
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• v.23 no.1
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• pp.48-56
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• 2017

Purpose: This study was conducted to identify the relationships between the perceived and actual achievement on skill performance assessment and identify the relation to learning motivation factors. Methods: A total of 80 senior nursing students currently studying at a university participated in the study in 2015. Students completed a performance examination of 20 nursing skills at the end of their 7-week training period; their performance was rated using checklists. Students then completed a survey, which included questions about learning motivation and perceived achievement level. Data were analyzed by descriptive statistics, Pearson's correlation, and Kruskal-Wallis test. Results: There was a weak correlation between perceived and actual achievement. Intrinsic and extrinsic goal-orientation and self-efficacy in learning motivation factors was significantly correlated to perceived achievement. Perceived achievement and self-efficacy in middle quartile of actual achievement were higher than other upper- or lower-quartile group. Conclusion: The findings suggest that the motivation factors of learners should be taken into account to maximize academic achievement in nursing skills training. In addition, it should be considered a strategy to reduce the gap between perceived and actual achievement.

• Journal of the Korean School Mathematics Society
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• v.19 no.3
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• pp.217-238
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• 2016

The purpose of the study is to analyze the influence of the accomplishing pressure of teachers and parents on academic achievement in mathematics in accordance with the differences in the degree of intrinsic motivation in mathematics. The accomplishing pressure of teachers was meaningful on the academic achievement in mathematics in the analysis including the interaction of intrinsic motivation in mathematics. The students with high degree of intrinsic motivation were influenced in a negative manner. Meanwhile the students with middle or low degree of intrinsic motivation were influenced in a positive manner. The result implies that it is more important to consider the level of mathematical intrinsic motivation, when teachers accomplish an achievement pressure to improve academic achievement in mathematics. On the analysis including the interaction of intrinsic motivation of mathematics, the accomplishing pressure of parents showed positive effect in general on the academic achievement in mathematics. The students with high or middle degree of intrinsic motivation were highly influenced in a positive manner than the students with low degree of intrinsic motivation. The result implies the necessity of the implementation of continuous accomplishing pressure on students as the high degree of accomplishing pressure of parents leads to positive influence on the academic achievement in mathematics.

• Korean Journal of Social Welfare
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• v.61 no.1
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• pp.57-79
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• 2009

This study analyzes the effect of poverty on child development outcomes including academic achievement, self-esteem, depression/anxiety, attention problems, aggression, and delinquency. The poverty experiences among elementary school children are longitudinally observed during 3 years between the 4th grade and the 6th grade. When development outcomes are compared among persistently poor children, transitory poor children, and non-poor children, academic achievement is found to be significantly different. The analyses of the relationships between the poverty status and developmental trajectories show that academic achievement among non-poor children has improved over time, while the level of poor children's achievement has decreased. The result also shows that problematic behaviors such as attention problems, aggression, delinquency has improved over time among all the children. Yet, the gap between poor and non-poor children has not decreased. The multivariate analyses indicate that the effect of poverty remains statistically significant only for academic achievement after children's individual and familial characteristics are controlled. Past experiences of poverty in addition to the current poverty affect academic achievement and persistent poverty has a stronger effect than transitory poverty on academic achievement, although the findings are not consistent across all the estimated models.

• Journal of The Korean Society of Integrative Medicine
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• v.2 no.2
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• pp.1-12
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• 2014

Purpose : The purpose of this study was to investigate the effect that the academic achievement of the students about the evidence based learning investigates the learning utility value about and the request. Method : The agreement of college students explaining the purpose of research for 12 weeks against 17 students and investigate through a questionnaire. The level of academic achievement according to the sex and claim showed a characteristic with a percentage. An utility investigate the descriptive epidemiologic characteristic about the class of the evidence based learning. Result : The most of college students the level of academic achievement and requests the expected grade of the students about the evidence based learning wanted the 'high' grade of 9 persons, 'middle' grade of 8 persons in the part and the expectation for the class taken so much was high(p<.05). There was the significant different in the utility aspect in the need of the evidence based learning, homework solution, learning synergy effect improvement, and reference search ability improvement(p<.05). Conclusion : These finding revealed that the evidence based learning the satisfaction with class raises the improvement and utility value, and provided the need and the has to develop the educational model which the college students contentment raises an improvement after this opportunity for the new recognition.

• Journal of the Korean School Mathematics Society
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• v.24 no.4
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• pp.407-428
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• 2021

This study compares and analyzes the mathematics assessment items of the middle school's national-level academic achievement tests in Korea and Japan, recently revised as a competency-focused curriculum. By comparing and analyzing the assessment items in each country, the analytic framework is integrated into content areas, contexts, and competencies. The characteristics of each country's assessment items developed for each content area were analyzed using the framework. We suggested some implications on developing and improving national-level academic assessment items.