• Journal of the Korea Society of Computer and Information
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• v.27 no.3
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• pp.209-216
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• 2022

In this paper, we propose an effective software education program to promote employment of the disabled and verify the effectiveness of SW education through pilot operation. In this SW education program, we develop a SW curriculum consisting of the basic course, Unity programming course, and the advanced course, AR/VR digital content development course. The SW education achievement standard develops the basic and advanced course achievement standards in consideration of the level of the virtual reality content production job of the National Competency Standards(NCS) and the SW education achievement standards of youth with visual, hearing, and physical disabilities. SW education materials are developed on a project basis so that one AR/VR digital content can be implemented step by step according to the intellectual level of the disabled based on Unity. SW education pilot training is conducted as online education based on Blended Learning due to COVID-19. In order to derive the SW education effect and each learner's individual SW education academic achievement for the SW education pilot training, a survey is conducted on learners, and the results are analyzed. In the basic course, 77.3% of learners achieved academic achievement above excellent(80-90), and in the advanced course, 48.8% of learners achieved academic achievement above excellent(80-90). These results verify that the SW education program for the disabled developed in this paper is effective in activating employment for the disabled.

• The Journal of Korean Association of Computer Education
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• v.14 no.3
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• pp.73-82
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• 2011

The purpose of the present study is to examine the structural relationship among academic stress, achievement motivation, learning environment, school flow and learning persistence in cyber education. For this study, 879 students who were enrolled in S cyber university in Korea was chosen to conduct the survey. Achievement motivation was measured in the beginning of the semester. Academic stress, learning environment, school flow, and learning persistence were measured at the end of the semester through the web survey system. The results of this study were as follows: First, academic stress, achievement motivation, and learning environment significantly affected school flow. Second, academic stress, achievement motivation, and school flow affected learning persistence, but didn't affect learning environment significantly. The results imply that academic stress, achievement motivation, and school flow should be considered as the significant elements for constructing cyber education environments to enhance students' learning persistence.

• Journal of The Korean Association of Information Education
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• v.20 no.1
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• pp.47-56
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• 2016

In order to nurture creative talent in the 21st century knowledge-based society in elementary education software is carried from the year 2018. The educational content and achievement standards to conduct a software education had been made in the 2015. In this study, the recognition of educational software for elementary school teachers 199 people is investigated. Findings are as follows. Elementary education is the first software required, and is lacking in 17 hours. Second, the idea of a common training software education, teaching and learning methods, evaluation methods, how to develop information materials. Third, lower cognitive development and educational materials for the teaching methods appropriate for understanding, achievement standards for achievement standards. Therefore, should allow teacher training teaching materials development, assessment methods, teaching methods suitable for the achievement standards available to all teachers throughout the school know.

• The Mathematical Education
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• v.58 no.1
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• pp.21-39
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• 2019

This study examines the longitudinal effect of goal perception, mathematics class factors(perceptions about mathematics teachers (PMT), mathematics classroom attitude), and mathematics academic achievement. This study consists of three research models. First, we examined the longitudinal change of goal perception, perceptions about mathematics teachers (PMT), mathematics classroom attitude, and mathematics academic achievement using latent growth curve modeling. Secondly, the slope of PMT is a critical mediator between the slope of goal perception and the slope of mathematics academic achievement. Finally, the slope of mathematics classroom attitude is a critical mediator between the slope of goal perception and the slope of mathematics academic achievement. Data were extracted from Seoul Education Longitudinal Study from 2010 to 2012 (in three waves), and the analysis used by middle school students, measured by 4163 students of the three-wave surveys. Latent growth modeling was applied to verify the research problems. The results of the research are as follows. First, the slope of goal perception had positive and significant effects on the slope of PMT and mathematics classroom attitude, respectively. Second, the slope of PMT and mathematics classroom attitude had positively significant effects on the slope of mathematics academic achievement. Finally, it was confirmed that the slopes of PMT and mathematics classroom attitude are critical mediators between the slope of goal perception and the slope of mathematics academic achievement.

• The Mathematical Education
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• v.58 no.1
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• pp.41-54
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• 2019

The purpose of this study was to examine the effects of career identity on learning persistence and academic achievement, and mediating effect of utility value. To examine the effect of mediating role of utility value, we divided utility value into two types, utility value of daily matters and utility value of career. This study was conducted on 228 senior students in high school, to investigate relations among career identity, utility value, learning persistence and academic achievement in mathematics, by using the structural equation model. The results are as follows. First, career identity positively predicted learning persistence in mathematics. Second, career identity positively predicted the utility value of daily matters and career. Third, both type of utility value in mathematics positively predicted learning persistence in mathematics. Fourth, the utility value of daily matters and career, in mathematics subjects, showed differential predictability toward learning persistence and academic achievement. Both type of utility value in mathematics positively predicted learning persistence, but showed differential predictability toward learning academic achievement. Specifically, the utility value of daily matters in the near future did not predict the academic achievement, but the utility value of career in the distant future positively predicted the academic achievement. Fifth, the utility value was found to play a mediating role in the relationship between career identity and learning persistence. Based on the results of this study, implications for mathematics education were discussed.

• Asia-Pacific Journal of Business Venturing and Entrepreneurship
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• v.9 no.5
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• pp.21-31
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• 2014

The purpose of this study is to explore the relationships among service quality, self-efficacy, achievement need, and satisfaction in internet shopping mall entrepreneurial education. In this research, service quality consists of four factors including curriculum(lecturer expertise, distinction, and diversity of curricula), type(theory-oriented and practice-oriented), and administration(operation, facility and networking). First, this study investigated how service quality affected both self-efficacy and achievement need, second analyzed how both self-efficacy and achievement need influenced the satisfaction in internet shopping mall entrepreneurial education. The data were obtained from a questionnaire handed out to a random sample of 129 individuals that Cafe 24 in progress in the shopping mall entrepreneurial education. With the information obtained, and after the scales validation process, a structural equation analysis has been conducted. The analysis results indicate that service quality affects both self-efficacy and achievement need. According to the analysis, first, expertise, distinction and operation affect self-efficacy, second both expertise and operation affect achievement need. In addition, the results show that self-efficacy and achievement need influenced the satisfaction of entrepreneurial education. Finally, based in the findings of this study, theoretical contribution and managerial implications are discussed.

• Journal of The Korean Association of Information Education
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• v.14 no.4
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• pp.547-553
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• 2010

Lately, studies on the educational effectiveness of educational programming language which can reduce the learning burden of the learners have been conducted in the programming learning process. This study analyzed the effect of programming education on the learning motivation and academic achievement after training the programming education using Scratch and Dolittle on the preliminary elementary school teachers. As a result, the experimental group trained by Scratch programming education showed significantly higher achievement than the control group by Dolittle Programming. This result can be helpful in selecting educational programming language when the programming education will be trained to the preliminary elementary school teachers.

• Korean journal of communication and information
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• v.37
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• pp.43-72
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• 2007

This article is media education uses type of a middle high school students and research about effect that is taking media education. Measured media education uses motivation, studies own effect academic self-efficacy, media competence and school achievement for this research. As analysis result, priority media education uses motive was 'teaching convenience/help sought', 'Information/education method picking up sought', 'new teaching/communication thoroughgoing sought', 'ability elevation pursuit', 'self-regulating education sought', 'up-to-dateness sought', 'New knowledge/education sought' of order. By next time, only 'new knowl edge/education sought' motive caused positive effect in studies own effect among media education uses motive. Among media education uses motive, 'teaching convenience/help sought', 'Information/education method picking up sought', 'New study/communication thoroughgoing sought', 'self-regulating education sought', 'up-to-dateness sought' motive caused positive effect in media competence. Also, it caused positive effect among media education uses motive 'self-regulating education sought' and 'new knowledge/education sought' in students' school achievement. Finally, 'academic self-efficacy' is 'media competence' more in school achievement influence. Media education influenced new teaching method and ability elevation to some students. But, academic self-efficacy and school achievement did not cause big effect students. However, media education influenced in some students' media competence elevation.

• Research in Mathematical Education
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• v.16 no.2
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• pp.91-106
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• 2012

Spatial ability has been valued as a talent domain and important skill in mathematics education because it enhanced an intuitive view and an understanding in many areas of mathematic. In addition, spatial ability highly correlates with mathematics achievement, indicating its crucial role in success in mathematics education. Some researchers founded gender differences in mathematics and spatial ability, and indicated that spatial ability served as a mediator of gender difference in mathematics. This study explored the spatial ability of 349 Korean middle school students (Grade 7-9), and investigated the association among students' spatial ability and their mathematics achievement, gender, and grade. The result of this study shows that spatial ability correlates positively with mathematics achievement. While gender difference did not exist in mathematics, significant gender difference existed in spatial ability favoring male students.

• Journal of Korean Elementary Science Education
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• v.23 no.3
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• pp.173-181
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• 2004

The purpose of this study was to explore the effects of visual note making method on creativity and science achievement of elementary school students. This study was conducted for the 17 periods of the first semester of the 4th grade students. Seventy nine students were assigned to experimental group and control group. The experimental group was taught through visual note making methods, and the control group was taught by the traditional manner. On the basis of the test of verbal-spatial from NASSP, the subjects were classified to visual-, visual verbal-, verbal preference groups. After this methods had been applied, students of both groups took tests of creativity and science achievement. The results of this study were as follows: 1. In order to investigate the effects of visual note making on creativity and science achievement of the students, students＇ creativity and science achievement were analyzed by t-test. The experimental group showed significantly higher scores on both of creativity and science achievement than control group. 2. Visual preference group showed significantly higher score on creativity than visualㆍverbal-, and verbal preference group (p＜.01), but not significant on science achievement. In conclusion, the instruction applying the visual note making methods was more effective in nurturing student＇s creativity and science achievement than the traditional instruction.