• The Journal of Korean Society for School & Community Health Education
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• v.9 no.2
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• pp.81-90
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• 2008

Objectives: Since 80% of the information we get from the environment comes in through our eyes (Anshel JR, 1999), uncorrected visual problems negatively affect children's educational process and perceptual development. The objectives of this study were: 1st, to document the prevalence of learning related vision problem in primary school children. 2nd, to compare responses of children with those of parents on visual symptoms. Lastly, to determine if there is an association between visual symptoms and academic performance. Methods: We administered visual-symptom quality of life questionnaire developed by Oklahoma College of Optometry in Vision Development to 1031 primary school children and their parent. Visual symptoms responded by children and their parents were compared using Independent Sample t-test and the relation between visual symptoms and academic performance were calculated using Pearson Correlation tests. Results and Conclusions: The number of children who need further professional evaluation, that is visual-symptom scores were ${\geq}20$, reported by children(25%) was greater than that reported by parents(16%). And visual-symptom scores reported by children were significantly higher than those reported by parents in every grade(p<0.01, p<0.001). Visual symptoms reported by both children and parents were found to be inversely correlated to academic performance in every academic area and most of their correlations were statistically significant(p<0.05). Therefore, children with more visual-symptom reported by both group had negative effects on children's academic performance.

• English Language & Literature Teaching
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• v.9 no.1
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• pp.153-171
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• 2003

The scores of TOEFL, TOEIC, and TEPS have been increasingly used for many purposes in Korea. In particular, these test scores are being used as a predictor for determining readiness for and success in college work, or as a measure of the testees' overall English proficiency. Nonetheless, studies have rarely proposed that the validity of the test scores is used for either purpose. As a preliminary step to explore the predictive validity of the test scores, we collected the scores of TOEFL, TOEIC, and TEPS from thirty students of a university as well as their cumulative grade point averages (GPAs). The correlations between the test scores and GPAs show that TOEFL will be most likely to have the highest validity coefficient as a predictor for determining success in college work as well as a measure of overall English proficiency. Although this study has a few limitations such as the small number of participants, their homogeneousness as a group, etc., it provides some insight into the use of the three tests for college admissions and measurement of overall English proficiency and suggests need for conducting further validation studies in these areas.

• The Journal of Korean Academic Society of Nursing Education
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• v.19 no.1
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• pp.33-42
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• 2013

Purpose: The study identified the impact of health status, health promoting behaviors, and social problem ability on college adjustment among nursing students. Method: The subjects consisted of 208 nursing students. Data collected from October to November 2011 were analyzed using descriptive statistics, t-test, ANOVA, Pearson correlation coefficients, and stepwise multiple regression. Result: The mean scores of health status ($3.20{\pm}.56$), social problem ability ($3.20{\pm}.43$), and college adjustment ($2.95{\pm}.57$) were above the average. But health promoting behaviors ($2.31{\pm}.39$) was the average. Health status was significantly different according to grade, dwelling, and academic achievement. Health promoting behaviors was significantly different according to gender. College adjustment was significantly different according to gender, grade, religion, dwelling, reason of nursing department application, and academic achievement. But social problem ability was not significantly different according to general characteristics. Significant correlations were found among health status, health promoting behaviors, social problem ability and college adjustment. Health promoting behaviors, social problem ability, academic achievement, and gender were influencing factors of college adjustment (47.3%). Conclusion: These findings indicate that it is considered to gender, academic achievement, health promoting behaviors, and social problem ability to improve college adjustment of nursing students. Will also reflect the need to develop programs to promote desirable college adjustment among nursing students.

• Journal of Elementary Mathematics Education in Korea
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• v.13 no.2
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• pp.269-283
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• 2009

This study has investigated the way to improve the communication skills emphasized in mathematics education, and analyzed the effects of Communication Oriented Mathematics Lessons on the mathematical disposition and the academic achievements. For this research, two groups of first grade students from D elementary school in Daegu city were selected which had been proved homogeneous in mathematical disposition and academic achievements via a preliminary test. The experimental group was given Communication Oriented Mathematics Lessons (COML) while the control group was given Traditional Classroom-based Instruction (TCI). COML were given along with first grade, first level mathematics for eight weeks, to improve communication skills of the students who were unfamiliar with mathematical communications. The schemes for the education include revising, summarizing, asking questions, and participating. The results of the study were summarized for mathematical disposition and academic achievements. First, COML is effective to evaluate the will to solve problems in the mathematical disposition of the students, and to make it useful for them to live their lives and to learn other subjects. Second, previous studies have shown contrary interpretations on the effects of COML. This study has found that it does not improve the students' scores on the original form of academic achievement test.

• International Journal of Contents
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• v.15 no.1
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• pp.52-57
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• 2019

The purpose of this research is to evaluate teachers' perception of Korean's achievement standard-based testing system (ASTS) and its process of implementation, and to propose a method of evaluating students' academic aptitude based on university entrance examinations. The core of the 2015 Revised National Curriculum is asserted by changes in classroom instruction, specifically encouraging students' participation in class based on a new method to evaluate student achievement. A total of 124 teachers in charge of student career counseling in middle and high schools in the Jeonbuk province participated in the study. The schools implementing the new method of ASTS were using 61.6% for unit school cut-off point, as opposed to the existing fixed cut-off point of 38.4%. The teachers understanding of the achievement evaluation method was rated 3.54 on the 5-point Likert scale, implying that they had a relatively good understanding of the method. Some of the challenges associated with reflecting the scores from the new student ASTS include difficulty of comparing scores across schools; grade inflation; advantages and disadvantages associated with the type of high school; and the increased importance of university entrance examination. In the ASTS, the fairness during the evaluation of the high school grades and the consequently the reliability of the evaluation prove worrying. As an ultimate result, selecting students based on university admissions data became untrustworthy. There should be further discussions on how students' achievement obtained from the new ASTS should be applied during the university admission process and how students' academic aptitude can be assessed in order to set a direction for secondary school education.

• Korean Medical Education Review
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• v.26 no.1
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• pp.70-76
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• 2024

This study investigates whether personality characteristics and learning behaviors can predict medical students' academic achievement in Korea, specifically in terms of successfully completing medical school without delays or achieving a high grade point average (GPA) in their final year. In May 2018, 316 medical students took the Multi-Dimensional Learning Strategy Test, 2nd edition, which provided data on their personality and learning behavioral characteristics. Their final year's GPA and any delays in completing medical school were ascertained by reviewing all electronic academic records of each semester they had been enrolled. The combination of personality and learning behavioral characteristics was significantly associated with completing medical school without delays, even after adjusting for sex and admission path. A multiple logistic regression analysis showed that the adjusted odds ratios and 95% confidence intervals for completing medical school without delays were 1.52 (95% confidence interval [CI], 0.83-2.78) and 3.64 (95% CI, 1.70-7.82) for "others" and "both high" categories, respectively, when compared with the "both low" category. For 235 students who completed medical school without delays, their learning behavioral characteristics (scores) were significantly associated with their final year's GPA even after adjusting for sex, admission path, and personality characteristics (scores) as determined by the multiple linear regression analysis. This study suggests that individual personality and learning behavior characteristics are predictors of medical students' academic achievement. Therefore, interventions such as personalized counseling programs should be provided in consideration of such student characteristics.

• Journal of Home Health Care Nursing
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• v.27 no.2
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• pp.169-178
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• 2020

Purpose: This study examined the mediating effects of nursing professionalism on the relationship between the stress of clinical practice and compassion competence in nursing students. Methods: A correlational research design was used in this study. The participants were 120 nursing students recruited from three universities in South Korea. Data were collected using the self-reporting scales of stress of clinical practice, nursing professionalism, and compassion competence. Baron and Kenny's regression method and the Sobel test were used to analyze the mediating effects of nursing professionalism on the association between the stress of clinical practice and compassion competence. Results: The mean score for compassion competence was above average. Of the compassion competence domains, sensitivity and insights had the highest and lowest scores, respectively; there were significant mean differences in compassion competence scores according to their grade and level of satisfaction with nursing major. Compassion competence correlated negatively with the stress of clinical practice, whereas it correlated positively with nursing professionalism. In addition, nursing professionalism exerted full mediating effects on the relationship between the stress of clinical practice and compassion competence. Conclusion: The results suggested that enhancing nursing professionalism could help promote compassion competence among nursing students who experience stress in clinical practice.

• 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.

• International Journal of Computer Science & Network Security
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• v.23 no.1
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• pp.169-186
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• 2023

The research aimed to identify the effectiveness of an educational program using 3D glasses as a technological innovation on academic achievement and attitude towards elearning in science in the preparatory stage. The research relied on the analytical descriptive approach and the semi-experimental approach. The research tools were the achievement test and the scale of attitude towards e-learning. An educational program was designed and produced using 3D glasses. The study sample consisted of 60 students from the second grade in the preparatory stage at the Rural Jeddah School. The research concluded to the following results: There was a satistically sigificant difference at the level of sig. (0.05) among the -mean scores of the experiemtal and control group students in the post assessment atthe level of achievement in favor of the experiemental group and therewas a satistically sigificant difference at the level of sig. (0.05) among mean scores of the experiemtal and control group students in the post assessment at the level of attitude towards e-learning in favor of the experiemental group. And it was found that the positive effect of the 3D educational program for improving the level of achievement and the attitude towards e-learning for the students. The program allowed the experimental group students to practice self-learning, interaction, and achievement according to the individual differences among them.

• Korean Journal of Human Ecology
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• v.24 no.6
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• pp.741-753
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• 2015

The purpose of this study was to investigate whether elementary children's time-use and self-regulated learning ability was different according to gender and whether children's gender and time-use effects self-regulated learning ability. Participants were 2,122 children who participated in KCYPS longitudinal study from their first grade to third grade. Time-use was reported by children's parents. Children's self-regulated learning is invented by Yang(2000). Components of self-regulated learning scale was achievement value, mastery goal orientation, action control, academic time management. The major findings were as follows. First, children's self-regulated learning was different according to chidren's gender. Girls' achievement value, mastery goal orientation, academic time management scores were higher than the boys'. Second, children's daily time was different according to their gender. Third, children's daily time-use affected their self-regulated leaning, however children's gender didn't.