• Journal of Korean Academy of Fundamentals of Nursing
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• v.24 no.2
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• pp.128-137
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• 2017

Purpose: This study was conducted to investigate the effects of core basic nursing education using cellular phone video recordings on self-confidence in performance, achievement, and practice satisfaction. Methods: The research design was a nonequivalent control group modified and non-synchronized design. The participants were assigned to either the experimental (n=60) or control group (n=67). During one semester, the experimental group received training for 10 selected core basic nursing skills using cellular phone video recording. The control group, also for one semester, received training with traditional practices. Self-confidence in performance and practice satisfaction were measured using a questionnaire, and achievement was evaluated by professors at the conclusion of the semester. Collected data were analyzed using t-test and Pearson correlation coefficients. Results: Self-confidence in performance increased significantly after training in the experimental group (t=7.94, p<.001). The experimental group showed significantly higher self-confidence in performance (t=2.39, p=.018) and achievement (t=2.40, p=.018) compared to the control group. However, the difference in practice satisfaction was not statistically significant. Conclusion: The results indicate that cellular phone video recording is effective in improving self-confidence in performance and achievement of core basic nursing skills.

• Journal of Fisheries and Marine Sciences Education
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• v.29 no.1
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• pp.315-324
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• 2017

The purpose of this study is to help with education by applying the learning clinic program to the maladjusted children to improve the emotional stability and academic achievement. In order to find the components of the learning clinic program, we have classified self efficacy, learning motivation, anxiety, and academic stress as emotional factors and the results of Korean language, mathematics, sociology and science as academic achievement factors to examine the effects of the program. The results obtained in this study are followings. Firstly, there was significant difference in self efficacy and anxiety between boys and girls among emotional factors, and there was significant difference in math between boys and girls among academic achievement factors. Secondly, after applying the learning clinic program, significant difference is found in all factors such as self efficacy, learning motivation, anxiety and academic stress, and there was also a significant difference in Korean language, mathematics, sociology and science among academic achievement factors. In conclusion, the learning clinic program was helpful to maladjusted children by improving emotional stability and academic achievement.

• Journal of the Korean Society of Earth Science Education
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• v.6 no.3
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• pp.207-220
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• 2013

The aim of this study was to find out the effect of instruction with storytelling on the achievement, attitude and interest in science. For this study, two classes were divided into experimental class and comparative class. All the results were analyzed quantitatively. Results of this study can be described as follows. First, the experimental class didn't have a significant difference in scholastic achievement compared with the comparative class. However, the results of the t-test for the academic achievement due to achievement level showed a positive effect in the average level of students. And experimental group was statistically significantly higher in the section of 'Combustion and Extinguishment' than that of the other group. Second, There was a significant difference in the aspect of the effect of instruction with storytelling on the student's science-related attitudes. As a result of analysis by sub categories of science-related attitudes, storytelling was effective in attitude toward science, but no significant differences were found in scientific attitude. Third, instruction with storytelling didn't show a meaningful difference in scientific interest. However, in the sub-part, they showed a meaningful improvement in attention and satisfaction.

• Journal of Korean Elementary Science Education
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• v.31 no.3
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• pp.311-320
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• 2012

The purpose of this study was to examine the effect of peer mentoring activity in elementary school. For this study, an experimental group was conducted for peer mentoring activity in science class. The mentoring team was organized by mento-mentee team according to the scores of science process skill and achievement. The objects of this study were the sixth grade of both an experimental group (28 students) and a control group (27 students) located in Incheon. The results of this study were as follows. First, the experimental group was shown more significant effect for improvement of science process skills than the control group (p<.05). As the result of analysis by groups, both of mento and mentee showed significant effect for improvement of science process skills. Second, the peer mentoring activity showed more significant effect for improvement of achievement (p<.05). As the result of analysis by groups, mentee showed significant effect for improvement achievement. But mento group didn't show significant effect. Third, the peer mentoring activity showed the effect for positive changes of scientific attitude. If matching the mentoring object effectively and conducting the classes applying peer mentoring activity based on the results of this study, it's expected to draw student' improvement of science academic, achievement and positive changes of scientific attitude.

• Journal of Korean Elementary Science Education
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• v.24 no.5
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• pp.539-545
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• 2005

The purpose of this study was to investigate the effects of science teaching using ARCS strategies on elementary pupils' teaming motivation and academic achievement. For this purpose, 67 children of 2 classes in the 5th grade of an elementary school were involved, and each class was assigned to experimental and comparison group. The experimental group, consisting of 33 children, were applied with the teaching method using ARCS strategies, while the comparison group, 34 children, were applied with traditional-type teaching method. The instruction effects were analyzed through pre/post-test's results using the questionnaires of loaming motivation and academic achievement. The results of this study are summarized as follows. After science lessons, it was found that the teaching method using ARCS strategies was more effective in improving learners' motives of teaming science and academic achievements than traditional instructions. And the instruction using ARCS strategies was effective to the children who were in low and middle level in academic achievement compared to those in high level.

• Journal of Fisheries and Marine Sciences Education
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• v.16 no.1
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• pp.11-20
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• 2004

The purpose of this study was to analyze of career exploration and career decision-making by identity statuses(diffusion, foreclosure, moratorium, achievement) of vocational high school students. The research questions were formulated as follows. (1) Is there a difference in identity statuses by level of the career exploration? (2) Is there a difference in identity statuses by level of the career decision-making? (3) How much identity statuses-identity diffusion, identity foreclosure, identity moratorium, identity achievement-effect to the career exploration and career decision-making? 255 vocational high school students in Pusan were sampled. For the statistical analysis, Oneway, analysis of covariance structure by AMOS 4.0 was applied. The results of the study were as follows. (1) The identity diffusion was low in the level of career exploration, but the identity moratorium and achievement were high in the level of career exploration. (3) The identity diffusion was low in the level of career decision-making, but the identity achievement was high in the level of career decision-making. (4) The identity diffusion effected to negatively career exploration and career decision-making, identity foreclosure effected to low positively career exploration and career decision-making, identity moratorium effected to positively career exploration but negatively career decision-making, identity achievement effected to positively career exploration and career decision-making.

• Journal of the Korean Society of Earth Science Education
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• v.9 no.1
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• pp.88-96
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• 2016

The purpose of this study is to examine the effects of Jigsaw small inquiry method on science academic achievement and scientific attitudes. For this study, two classes of six graders were divided into a research group and a comparative group. The classes were pre-tested in order to ensure the same standard. The research group had the science class with Jigsaw small inquiry method, and the comparative group had the class with a teacher centered lectures for 12 classes for 12 weeks. The Jigsaw small inquiry method was focused on the introduction stage, the whole group activities, professional group activities, restart the whole group activities, supplementary structured study guide, results announced, and excellent group rewards. To prove the effects of this study, science learning motivation was split up based on the attention power, relation, confidence, and sense of satisfaction. The results of this study are as follows. First, Jigsaw small inquiry method is effective in science academic achievement. Second, Jigsaw small inquiry method is effective in scientific attitudes. Also, Jigsaw small inquiry method was approved by students. Consequently, Jigsaw small inquiry method had the great effects on developing science academic achievement for the elementary science class. That means the science class with Jigsaw small inquiry method has potential to develop science academic achievement and scientific attitudes.

• Journal of the Korea Convergence Society
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• v.10 no.11
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• pp.429-435
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• 2019

The purpose of this study was to test the mediation effects of grit on the relationship between expectancy-value and achievement behavior in physical education class. Data for the study were collected from a survey of 353 middle school students. For data processing, this study confirmed the goodness of fit test of the whole model using SPSS 20.0 and AMOS 20.0, and then did hypothesis testing; the study results are as follows: First, students' expectation-value perception had a positive effect on grit, and only success expectation had a significant effect on achievement behavior. Second, students' grit had significant impacts on their achievement behavior. Third, grit had mediating effects on relations between expectancy-value and achievement behavior.

• Journal of Korean Elementary Science Education
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• v.34 no.1
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• pp.1-14
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• 2015

The variety of learners include students with disabilities and general students, and an ongoing focus of inclusive education research is non-discrimination. As part of integrated education, UDL (Universal Design for Learning) for students with disabilities supports a practical approach, participation, and advancement to improve learning opportunities for all students. The purpose of this study was to examine the effects of using UDL in science classes. The dependent variables of this study were academic achievement in science, scientific attitude, and scientific motivation. In this study, the experimental groups were 9 people in the 5th grade and 11 people in 6th grade. The experimental groups were taught science class using UDL. In order to analyze the learning outcomes, the structure equation model was performed. The results of this study were as follows: First, the science achievement of learning outcomes of the science class applying UDL directly affected both scientific attitude and scientific motivation. Second, the scientific attitude of learning outcomes of the science class applying UDL directly did not affect scientific motivation. According to these results, learning outcomes for science achievement of the science class applying UDL showed that UDL affected both general students and students with disabilities. To summarize the analysis of learning outcomes, science achievement directly affected both scientific attitude and scientific motivation while scientific attitude did not affect scientific motivation. This study offered a specific implementation method for integrated education. Using the structure equation model for analyzing the effect has more significance.

• Journal of Gifted/Talented Education
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• v.25 no.4
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• pp.529-546
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• 2015

The purpose of the present study was to verify the structural relationship among task commitment, self regulation learning ability, parent support, satisfaction and achievement in gifted education. In this study, factors affecting the performance of gifted education are based on Differentiated Model of Gifted and Talent($Gagn{\acute{e}}$, 2004). Participants attended a 182 student in institutes for the gifted education in the city office of education in Korea. A hypothetical model was proposed, which was composed of task commitment, self regulation learning ability and parent support as exogenous variables; and satisfaction and achievement as endogenous variables. The results of this study are as follows: First, task commitment, self regulation learning ability and parent support had significant effects on gifted education's satisfaction. Second, task commitment and parent support had significant effects on gifted education's achievement.