• The Journal of the Institute of Internet, Broadcasting and Communication
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• v.10 no.6
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• pp.125-130
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• 2010

Cooperative learning is a successful teaching strategy in which small teams, each with students of different levels of ability, use a variety of learning activities to improve their understanding of a subject. Each member of a team is responsible not only for learning what is taught but also for helping teammates learn, thus creating an atmosphere of achievement. In this study, we have propose an english, math education program to the children of elementary school and cooperative learning program technique was applied to implement the program. By cooperative learning program, learners will be performed at the same time learning cooperatively. Finally, we have implement a prototype of cooperative learning program and take a usability test with elementary school children. A complementary team to score and mixed was found to be most effective.

• KIPS Transactions on Software and Data Engineering
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• v.4 no.11
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• pp.509-520
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• 2015

College Scholastic Ability Test(CSAT) is a primary test to evaluate the study achievement of high-school students and used by most universities for admission decision in South Korea. Because its level of difficulty is a significant issue to both students and universities, the government makes a huge effort to have a consistent difficulty level every year. However, the actual levels of difficulty have significantly fluctuated, which causes many problems with university admission. In this paper, we build two types of data-driven prediction models to predict correct answer rate and to identify significant factors for CSAT English test through accumulated test data of CSAT, unlike traditional methods depending on experts' judgments. Initially, we derive candidate question-specific factors that can influence the correct answer rate, such as the position, EBS-relation, readability, from the annual CSAT practices and CSAT for 10 years. In addition, we drive context-specific factors by employing topic modeling which identify the underlying topics over the text. Then, the correct answer rate is predicted by multiple linear regression and level of difficulty is predicted by classification tree. The experimental results show that 90% of accuracy can be achieved by the level of difficulty (difficult/easy) classification model, whereas the error rate for correct answer rate is below 16%. Points and problem category are found to be critical to predict the correct answer rate. In addition, the correct answer rate is also influenced by some of the topics discovered by topic modeling. Based on our study, it will be possible to predict the range of expected correct answer rate for both question-level and entire test-level, which will help CSAT examiners to control the level of difficulties.

• Journal of the Korean Society for Library and Information Science
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• v.18
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• pp.277-325
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• 1990

The purpose of this study was to determine the effectiveness of instructors' utilization of the reserve collection in the university library. To accomplish this, an experiment-and-questionnaire study was done by selecting an experimental group for whom the teaching method utilizing the reserve collection was used and a control group for whom the method was not used. An experimental group and a control group studied were as follows: (1) Students take the 'Comparative Politics' course in the Department of Political Science. (2) Students take the 'History of 'English Literature' course III the Department of English Language and Literature. The data to test the hypothesis were analyzed by SPSS/PC+ routine. The results are as follows: (1) There were significant differences between the experimental group and the control group in academic achievement(T(228)=6.69, P<.01). To investigate the difference in effect by major, the one-way analysis of variance was employed. According to the results, there were significant differences between the experimental group and the control group In the Department of Political Science and the Department of English Language & Literature. Therefore, students for whom the teaching method utilizing the reserve collection was used have higher academic achievement than those for whom the method was not used. (2) As for the degree of utilizing the library and its materials, there were significant differences between the experimental group and the control group(T(228)=8.87, P<.01). As for the results of the one-way analysis of variance to investigate the difference in effect by major, there were significant differences between the experimental group and the control group in both departments. As for the degree of utilizing library catalogues and bibliographical tools, there were significant differences between the experimental group and the control group(T (228)=8.55, P<.01). As stated earlier, the one-way analysis of variance to investigate the difference in effect by major has shown that there were significant differences between the experimental group and the control group in both departments. As for the degree of sincerity in doing homework and writing papers, there were significant differences between the experimental group and the control group(T(176)=8. 03, P<.01). To investigate the difference in effect by major, the one-way analysis of variance was again employed. According to the results, there were again significant differences between the experimental group and the control group in both departments. So, the students for whom the teaching method utilizing the reserve collection was employed used library catalogues and bibliographical tools much more than those for whom the method was not employed, and were more sincere in doing homework and writing papers. (3) There were also significant differences between the experimental group and the control group in degree of satisfaction in taking the course (T (228) = 6.61, P<.01). The results of the one-way analysis of variance to investigate the difference in effect by major was that there were significant differences between the experimental group and the control group in both departments. Therefore, the degree of satisfaction of students who were taught by the teaching method utilizing the reserve collection is higher than that of those who were not taught by the method. On the other hand, the responses of the experimental groups of two departments as to the degree of satisfaction with their teaching method was investigated. The result shows that students who took the 'Comparative Politics' course in a small class which employed the seminar method were higher in degree of satisfaction with the teaching method than students who took the 'History of English Literature' course III a large class which employed a lecture-oriented teaching method.