• Title/Summary/Keyword: Education achievement

Search Result 2,998, Processing Time 0.029 seconds

The Effect of Smart Learning User' Learning Motivation Factors on Education Achievement through Practical Value and Hedonic Value (스마트 러닝 이용자의 학습 동기요인이 실용적 가치와 헤도닉 가치를 통해 교육성과에 미치는 영향)

  • Mun, Jung Won;Kwon, Do soon;Kim, Seong Jun
    • Journal of Korea Society of Digital Industry and Information Management
    • /
    • v.17 no.3
    • /
    • pp.63-83
    • /
    • 2021
  • The appearance of education is also rapidly changing in social changes represented by social networks. And the development of information and communication technology is also having a widespread effect on the education field. In the era of untact caused by Covid-19, education through smart learning is having a greater effect on students as well as adult learners more quickly and broadly. In addition, smart learning is not just limited to learning content, but is developing into personalized, convergence, and intelligent. The purpose of this study is to identify the factors of ARCS motivation theory that can determine the learning motivation of smart learning users, and to empirically study the casual relationship between these factors on education achievement through practical value and hedonic value. Specifically, I would like to examine how the independent variables ARCS motivation factors (attention, relevance, confidence, and satisfaction) affect learners' education achievement through the parameters of practical value and hedonic value. To this end, a research model was presented that applied the main variables of attention, relevance, confidence, and satisfaction, which are four elements of ARCS motivation theory, a specific and systematic motivational strategy to induce and maintain learners' motivation. In order to empirically verify the research model of this study, a survey was carried out on learners with experience using smart learning. As a result of the study, first attention was found to have a positive effect on the hedonic value. Second, relevance was found to have a positive effect on the hedonic value. Third, it was found that confidence did not have a positive effect on the practical value and the hedonic value. Forth, satisfaction was found to have a positive effect on the practical value and the hedonic value. Fifth, practical value was found to have a positive effect on the education achievement. Sixth, hedonic value was found to have a positive effect on the education achievement. Through this, it can be seen that the intrinsic motivation of learners using smart learning affects the education achievement of users through intrinsic and extrinsic value. A variety of smart learning that combines advanced IT technologies such as AI and big data can contribute to improving learners' education achievement more effectively and efficiently. Furthermore, it can contribute a lot to social development.

The Relationships among Learning Motivation, Perceived Achievement, and Actual Achievement on Nursing Skill Performance Assessment (간호 술기 수행평가에서 실제 성취도, 지각된 성취도와 학습 동기 간의 관계)

  • Kim, Eun Jung
    • The Journal of Korean Academic Society of Nursing Education
    • /
    • v.23 no.1
    • /
    • pp.48-56
    • /
    • 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.

Research on Gender Differences of Mathematics Achievement from the Views of Gender Socialization

  • Zhang, Xiaoui
    • Research in Mathematical Education
    • /
    • v.14 no.3
    • /
    • pp.299-308
    • /
    • 2010
  • The gender differences of mathematics achievement exists in many counties in the world. Some Chinese scholars think that the differences also exist in China. The researchers explain the gender differences of mathematics learning mainly from the individual psychology and education. This paper, firstly, introduces an investigation of the gender differences of mathematics achievement in grade 1-9 in three areas (Hefei urban area, Cuozhen area, and Chenji area) of Hefei in China. The investigation found that the gender differences of mathematics achievement exist but are different in these areas. Then, the results are explained from the theory of the gender socialization.

Effects of Informatization Mind on Information Development Efforts and Academic Achievement of University Students Major in Sports

  • Kim, Seyun
    • International Journal of Internet, Broadcasting and Communication
    • /
    • v.13 no.2
    • /
    • pp.166-172
    • /
    • 2021
  • The purpose of this study is to identify the impact of informatization minds of college students majoring in sports on information development efforts and academic achievement. Accordingly, a survey was conducted on 200 college students majoring in physical education at D University, and 197 students were selected as the final effective samples. Data processing was conducted using SPSS 23 for frequency analysis, reliability analysis, correlation analysis, and regression analysis. The results are as follows: First, recognition of the necessity of informatization education, a subfactor of the informatization mind, has a positive impact on informatino development efforts. Second, recognition of the necessity of informatization education, understanding and utilization of informatization concepts among sub-factors of informatization minds have a positive impact on the major learning achievement. Third, all the conversational factors in the informatization mind have a positive impact on study problem resolution. Fourth, information development efforts have a positive impact on the major learning achievement and the study problem resolution. Therefore, efforts are needed to increase the information mindset of college students major in sports.

The Recognition of Achievement and Importance of Nursing Program Outcome among Nursing Students (간호대학생의 간호학 학습성과 성취도와 중요도 인식)

  • Bae, Su Hyun;Park, Jeong Sook
    • The Journal of Korean Academic Society of Nursing Education
    • /
    • v.19 no.2
    • /
    • pp.203-214
    • /
    • 2013
  • Purpose: The purpose of this study was to examine the recognition of achievement and importance of nursing program outcome among nursing students. Methods: The survey was performed with 439 nursing student and recruited from 3-year or 4-year nursing students, scheduled to graduate from university. The data was collected by questionnaires and was analyzed with SPSS statistics 19.0. Results: The achievement of nursing program outcome was 3.28. and the important of that was 4.38. The achievement of nursing program outcome on critical thinking and communication of 4-year nursing students were higher than 3-year nursing students. Achievement of program outcome were significantly different according to satisfaction of curriculum, club activity and voluntary activity. Conclusion: These findings indicate that outcome-based nursing curriculum is need to consider the importance and achievement level of program outcome for nursing students.

Comparison of the Characteristics of each Educational Achievement Level of Elementary and Middle School Students Shown in the Chemistry Items of the National Assessment of Educational Achievement (국가수준 학업성취도 평가의 화학 문항에서 나타난 초.중학교 학생의 성취수준별 특징 비교)

  • Choi, Wonho
    • Journal of The Korean Association For Science Education
    • /
    • v.33 no.6
    • /
    • pp.1186-1201
    • /
    • 2013
  • We investigated student's characteristics in each educational achievement level using the results of the NAEA (National Assessment of Educational Achievement) in 2009, 2010, and 2011 for Grade 6 students, and compared the characteristics between elementary and middle school students. The analysis of representative items for each educational achievement level of elementary and middle school students revealed that (a) advanced level students from both elementary and middle school could exactly understand the achievement criteria of the curriculum, (b) proficient level students from both elementary and middle school were understanding the achievement criteria of the curriculum superficially, for example, they could not understand concepts exactly but could memorize terms, and so should have compensational education under situations that ask for short answer or essay type items instead of multiple choice items, and (c) basic level students from both elementary and middle school almost could not understand the achievement criteria of curriculum, and so should have compensational education under situations that only deal with a simple situation. Science concepts treated in science curriculum are hierarchically organized by level of school, and simple compensational education for the students of below basic level will not solve learning deficits in science education. Differentiated education by educational achievement should be largely expanded instead.

An Analysis and Survey on the Status of the Korean Middle School Science Curriculum(II): Students' Cognitive Level and their Achievement (중학교 과학과 교육과정 및 그 운영진단 (II) -지적 발달수준과 학업성취도-)

  • Kwon, Jae-Sool;Choi, Byung-Soon;Hur, Myung
    • Journal of The Korean Association For Science Education
    • /
    • v.7 no.2
    • /
    • pp.1-14
    • /
    • 1987
  • To examine the effect of students' Cognitive level upon their achievement on Science. the students' cognitive levels were tested by using GALT(Group Assessment of Logical Thinking) and examined the Correlation between the cognitive level and achievement According to the results, most students were still in the conerete level. Only 60% of 9th grade students could handle the logic of displacement volume. In case of proportional logic and logic of probability, only 40% of 9th graders could handle them. Only 10% of the students could understand Correlational logic. Cognitive level and students achievement were estimated to be in a very closely related. Students who were in a high cognitive level showed better achievement scores on knowledge, comprehensive, inquiry, and application items than those who were in low cognitive level. Therefore, this study suggests that the content of the current middle school science should be revised in away to match the students' cognitive level.

  • PDF

Classification of latent classes and analysis of influencing factors on longitudinal changes in middle school students' mathematics interest and achievement: Using multivariate growth mixture model (중학생들의 수학 흥미와 성취도의 종단적 변화에 따른 잠재집단 분류 및 영향요인 탐색: 다변량 성장혼합모형을 이용하여)

  • Rae Yeong Kim;Sooyun Han
    • The Mathematical Education
    • /
    • v.63 no.1
    • /
    • pp.19-33
    • /
    • 2024
  • This study investigates longitudinal patterns in middle school students' mathematics interest and achievement using panel data from the 4th to 6th year of the Gyeonggi Education Panel Study. Results from the multivariate growth mixture model confirmed the existence of heterogeneous characteristics in the longitudinal trajectory of students' mathematics interest and achievement. Students were classified into four latent classes: a low-level class with weak interest and achievement, a high-level class with strong interest and achievement, a middlelevel-increasing class where interest and achievement rise with grade, and a middle-level-decreasing class where interest and achievement decline with grade. Each class exhibited distinct patterns in the change of interest and achievement. Moreover, an examination of the correlation between intercepts and slopes in the multivariate growth mixture model reveals a positive association between interest and achievement with respect to their initial values and growth rates. We further explore predictive variables influencing latent class assignment. The results indicated that students' educational ambition and time spent on private education positively affect mathematics interest and achievement, and the influence of prior learning varies based on its intensity. The perceived instruction method significantly impacts latent class assignment: teacher-centered instruction increases the likelihood of belonging to higher-level classes, while learner-centered instruction increases the likelihood of belonging to lower-level classes. This study has significant implications as it presents a new method for analyzing the longitudinal patterns of students' characteristics in mathematics education through the application of the multivariate growth mixture model.

The Effects of the Small Group Collaborative Learning Strategy using Smart Devices in Elementary School Science Classes (초등 과학 수업에서 스마트 기기를 활용한 소집단 협력 학습의 효과)

  • Kang, Sukjin;Yun, Sungyong
    • Journal of Korean Elementary Science Education
    • /
    • v.36 no.3
    • /
    • pp.181-192
    • /
    • 2017
  • In this study, the effects of the small group collaborative learning on students' achievement, the retention of the achievement, communication anxiety, and science learning motivation were investigated. The aptitude-treatment interaction between the level of students' self-directed learning ability and the intervention was also examined. Two classes (38 students) from an elementary school were respectively assigned to a control group and a treatment group. A self-directed learning ability test, a communication anxiety test, and a science learning motivation test were administered as pretests. The intervention lasted for 8 class periods. After instruction, an achievement test, the communication anxiety test, and the science learning motivation test were administered. An achievement retention test were also administered after four weeks. The results indicated that there were significant treatmentaptitude interaction effects in the achievement test scores and the achievement retention test scores. In the communication anxiety and the science learning motivation, however, any significant difference was not found between the scores of the treatment group and the control group. Educational implications are discussed.

An Analysis on the Changes of Achievement Standards and Inquiry Activities in the 2015 Revised National Elementary School Science Curriculum (2015 개정 초등 과학과 교육과정의 성취 기준과 탐구 활동 변화 분석)

  • Park, Jae-Keun
    • Journal of Korean Elementary Science Education
    • /
    • v.36 no.1
    • /
    • pp.43-60
    • /
    • 2017
  • The purpose of this study was to compare the configuration changes of content elements and inquiry activities between 2009 and 2015 revised national elementary school science curriculum, and to examine the trends in achievement standards. The results of this study were as follows. First, the number of content elements presented in the 2015 revised science curriculum was slightly decreased in comparison to 2009 revised one, but fell short of goal level for revision, that was to cut 20 percent of present achievement standards. The characteristics of changes in achievement standards were to enhance the relation to practical life, to integrate the content elements separated, and to adopt the achievement standard to introduce new concept. Second, the number of inquiry activities presented in the 2015 revised science curriculum was also slightly decreased, and to be linked with the changes of achievement standards. In some cases, the range of inquiry activity was adjusted, or the unit to present it was changed. Teacher should know exactly about the elements to be changed in the 2015 revised national elementary school science curriculum, and it will be needed them to make an efforts in the cause of its smooth application.