• Journal of Agricultural Extension & Community Development
• /
• v.8 no.1
• /
• pp.25-40
• /
• 2001

The purposes of the study were to identify satisfaction and achievement of learning by female learner's characteristics, and to suggest measures to improve quality of education in internet education programs. In order to determine the educational effectiveness associated with the characteristics of learners, this study attempted to employ two way approaches by observing the degree of achievement for learning, which represents an instructor-oriented approach, and the degree of satisfaction for education, which represents a learner-oriented approach to enhance the quality of internet education for female learners. As an approach to evaluate the educational effectiveness, the degree of achievement in learning(Tyler's classical approach), and the degree of satisfaction for education (Scriven's consumer-oriented evaluation model) were utilized. A survey form was developed by the researcher after reviewing the various tools originated from Boshier, Cross, Gagne and Choi, and distributed to a panel of judges that examined the content validity of the instrument. The sample for the study consisted of 160 female learners from three universities in Seoul and capital area, and the survey form was used to collect data for this study. The SPSS WIN program was used in analyzing the data and a series of statistical tests were conducted including frequency, percentile, t-test, ANOVA, correlation, multiple regression, and factor analysis. The statistical significance level was 0.05. The following conclusion were drawn from this study of female internet education. First, it was evident that female internet learners tend to utilize information from internet, and this can be interpreted as participants' positive attitude, and voluntary participation. Second, educational facilities and services should be improved in the future, because the level of satisfaction was low in these areas compared to curriculum and educational methodology. Third, the participating factors influenced by the level of satisfaction for education of learner characteristics were the 'formation of inter-personal relationship and willingness to change' and the 'needs for education on internet', thus appeared that both social and educational needs influenced the level of satisfaction for education. Fourth, the degree of achievement in learning was higher in the order of 1) attitude 2) function 3) knowledge, thus, attitude change was the most important in achievement of learning. Fifth, the individual background that influenced the level of achievement in learning were age and educational experience. As for the individual level of achievement for learning, the younger and more educated group were more satisfied.

• Journal of the Korea Academia-Industrial cooperation Society
• /
• v.17 no.3
• /
• pp.364-372
• /
• 2016

This study examined the multi-phrased effects and outcomes of adult female learners who participated in lifelong learning activities, as well as the proposed structural relationships among the five latent variables. Questions established to achieve the purpose of the study are as follow: What effects do the learner's characteristics, lifelong education institutions, learning flow, and learning satisfaction have on the learning come? The participants of the survey numbered 632, but 54 respondents who were unreliable or did not complete their survey were excluded. A total of 578 cases were analyzed for this research. The structural relationships among the five latent variables-learner's characteristics, lifelong education institutions, learning flow and learning satisfaction, and learning outcome of the adult female learners-AMOS 18.0 program were also used for structural analysis. The major findings of this research are as follows. First, the model fitness showed that the hypothetical model provided a reasonable fit to the data ${\chi}^2=224.267$ (df=69, p<.001), RMSEA=.062, TLI=.943, RFI=.920, CFI=.957, IFI=.957, NFI=.939. Second, the learner's characteristics ( =.218, p<.001) and lifelong education institutions ( =.301, p<.001) have a direct effect on the learning outcomes. The learning flow ( =-.149 p=.541) does not have a direct effect on the learning outcome. Learning satisfaction ( =.405 p<.001) have a direct effect on the learning outcome. To put findings above together, in respect to adult female learners' performances, the learning outcomes are influenced directly by the learner characteristics, conditions of the lifelong education institutions, and learning satisfaction, whereas satisfaction indirectly affects the learners' learning outcome.

• Journal of Korean Elementary Science Education
• /
• v.20 no.1
• /
• pp.1-7
• /
• 2001

The purpose of this study is to examine the learner's variables affecting on scientific thinking and scientific process skills. To study this purpose, through the procedure study, the learner's variables were divided into cognitive variable, ego variable, and affective variable, then the questionaire survey through the reconstruction of standardization instrument was made over 120 elementary school fifth grade student in Seoul, Anyang, and Pajoo. The results of this study were as follows: 1) The learner's variables affecting on scientific thinking were cognitive variable and for female students, also affect affective variable. The subordinated catagories of statistically significant degree of explanation were achievement motivation, cognitive level, and cognitive style and another statistically significant correlation were meta-cognition, self regulated learning, self efficacy, and muliple intelligence. 2) The learner's variables affecting on science process skills were cognitive variable and affective variable. And the subordinated catagories of statistically significant degree of explanation were achievement motivation, and cognitive level. And another statistically significant correlation were meta-cognition, self regulated loaming, self efficacy, multiple intelligence, and attribution.

• Educational Technology International
• /
• v.17 no.1
• /
• pp.59-85
• /
• 2016

The purpose of the study is to report differences in the effects of learner characteristics on the self-regulated learning (SRL) abilities between Chinese and Korean distance learners by using a structured SRL scale. A standardized 54-item self-regulated learning scale (SRAS) was used. The reliability was tested both in China and Korea which showed the scale had good reliability. The comparative study were conducted by administering the SRAS on 1999 Chinese distance learners from the Open Distance Education Center of Beijing Normal University and 1941 Korean distance learners from H Cyber University. Data on four dimensions of SRL - planning, control, regulating, and evaluation - were analyzed using 't-test' and 'ANOVA' with regards to the learner characteristics such as gender, age, prior education level, semesters, location and major. Results indicated that the average participant had an above medium level of SRL ability in all of the four dimensions. There were significant differences in the self-regulated learning ability between Chinese and Korean distance learners. Chinese distance learners scored higher in SRAS than Korean distance learners. The effects of learner characteristics on the SRL ability showed different patterns in the two countries. As for gender, male learners scored better in SRL than female learners in China, whereas it was just the opposite in Korea. No age differences were found in China, but Korean data exhibited a consistent age effect in all dimensions. In Korea, the age group older than 46 scored the highest, followed by the group between 35 to 45 years old, the group between 26 to 35 years old and the group younger than 25. As for location, Korean distance students from metropolitan were better than those from other regions, whereas it was on the contrary in China, albeit the location effect was not statistically significant. Prior education level had a clear and consistent effect on the SRL ability in both countries: the distance learners from junior colleges had better planning, regulating and evaluating abilities than those who came from senior high schools. These results have been discussed in various contexts of distance/online education as well as in relation to different culture between China and Korea. The results will also have implications for designing distance and online learning generally.

• Journal of The Korean Association For Science Education
• /
• v.11 no.1
• /
• pp.37-50
• /
• 1991

The CAI (Computer-Assisted Instruction) system for science teaching has been increasing both in quantity and in quality during the last two decades. However, science learning by computer has not played a leading role in the science teaching process. Therefore, the purpose of this study was to analyze the effectiveness of tutorial CAI programs according to the learner's characteristics such as sex, inquiry skills, attitudes toward science subject, logical thinking skills, achievement motivation, science content achievement in science teaching. One group pretest-posttest design was used as an experimental design. The three tutorial science CAI programs were used for thirty males and females selected in grade eight. According to the analysis of CAI achievement scores the female students showed significantly higher (P<0.05) than the male students. Also, one-way analysis of variance was used to investigate the effects of interaction between sex and achievement motivation. The significant difference on the effects of interaction between sex and achievement motivation has not found. The effects of tutorial CAI between logical thinking skills, attitudes toward science subject, inquiry skills, achievement motivation, science content achievement according to upper and lower levels were investigated by using the statistical analysis of one-way ANOVA. The results indicate that tutorial CAI might provides a good opportunities for the improvement of science achievement to the lower level students of attitudes toward science subject, inquiry skills, science content achievement.

• Journal of The Korean Association For Science Education
• /
• v.15 no.3
• /
• pp.284-290
• /
• 1995

This study examined the effects of the learning cycle model by learner's characteristics such as I.Q., cognitive levels, inquiry skins, cognitive style, activity, reflectiveness. To see the effects of the learning cycle model, nonequivalent control group pretest-posttest multiple treatment designs was used in the study. 99 middle school second-graders(female) were divided into two groups. One group was selected as the experimental group (n=50), the other served at the comparison group(n=49). During the eight-month period, the students in the experimental group were instructed according to the learning cycle model, while the students in the comparison group were instructed according to the traditional instruction methods. Achievement data from science achievement test were analyzed by an ANOVA technique. The results of the study are as follows : 1. Science knowledge achievement. For the lower level students of activity, the learning cycle model is superior to the traditional approaches in science knowledge achievement. 2. Science inquiry skills. For the upper level students of I.Q., cognitive levels, inquiry skills, cognitive style and reflectiveness, the learning cycle model is superior to the traditional approaches in science inquiry skills. 3. Attitudes toward science. For the lower level students of I.Q., cognitive levels, inquiry skills, cognitive style, activity and reflectiveness, the learning cycle model is superior to the traditional approaches in attitudes toward science.

• The Journal of the Convergence on Culture Technology
• /
• v.9 no.2
• /
• pp.199-206
• /
• 2023

This study attempted to examine the relationship between college students' participation in the learning community according to the characteristics of learners. To this end, the learning community divided the subject-linked learning community into a foundation learning community and an advanced learning community. Learner characteristics were classified by gender, grade, and major. A cross-analysis was conducted to examine the difference between participation in the foundation learning community and the advanced learning community according to the learner characteristics. The results are as follows. First, the participation of female students in the foundation learning community and the advanced learning community was higher than that of male students, but it was not statistically significant. Second, it was found that there was a significant difference in participation in the learning community according to the grade. In the case of the foundation learning community, the participation rate of the first and second year students was relatively high, and in the case of the advanced learning community, the ratio of the third and fourth year students was relatively high. Third, as a result of examining the differences by major, it was found that the participation rate of health and welfare universities was high in both the foundation learning community and the advanced learning community. Based on these results, discussions and suggestions are presented.

• English Language & Literature Teaching
• /
• v.16 no.4
• /
• pp.19-38
• /
• 2010

This study surveyed L2 learners' needs for different components of communicative competence. It aimed to determine what abilities the learners strongly need to achieve communicative competence in different learning contexts. It also examined gender differences in the learners' need for phonological competence. A total of 359 students participated in this study, divided into three learner groups: high school, vocational college, and university students. The data were collected via a questionnaire, which was based on Bachman's (1990) framework of language competence. The study drew some important findings: (a) The vocational trainees expressed a stronger need for illocutionary competence than the high school students and for sociolinguistic competence than the high school and the university groups; (b) The high school and the university groups equated grammatical, textual, illocutionary, and strategic competences in their needs with lesser attention to sociolinguistic competence; (c) To the high school and the university groups, pragmatic competence was assessed higher than organizational competence; (d) Female students showed greater sensitivity to pronunciation ability than did male students. On the basis of these results, pedagogical implications are discussed, along with some helpful suggestions.

• Journal of Digital Convergence
• /
• v.15 no.11
• /
• pp.271-283
• /
• 2017

The purpose of the study is to verify the effectiveness the preliminary Health Administrators' Social Problem Solving Competency(SPSC) through the application of the learner-centered program Convergence Design Thinking(CDT) conducted by undergraduate school of Intrapreneurship the integrated curriculum, and evaluation of SPSC improvement effect. A pre-post-questionnaire survey was carried out that started March to June 2016 among the forty-five second-year college students from the Health Administration Department who participated in the CDT during the 15 weeks training. The main results are as follows. CDT were positive influenced on the improvement of Negative problem orientation, Impulsive careless style(ICS) and Avoidance coping style of the preliminary Health Administrators' SPSC. Especially, female college student or the absence of working experience, it was effective on the improvement of ICS of the participants. This CDT program identified having positive effects on their participation, SPSC. To further improve SPSC, The development of integrated curriculum and application of creative teaching method like this CDT is highly recommended.

• Journal of the Korea Academia-Industrial cooperation Society
• /
• v.11 no.6
• /
• pp.2138-2143
• /
• 2010

The purpose of this study was to investigate the relationship of academic achievement and the achievement goal of students of Department of occupational therapy in Gyeongnam Province. 106 students in the department of occupational therapy filled out a questionnaire. For this study, Elliot & Church's Achievement Goal and GPA were used. The achievement goal was subdivided into the mastery goal, the performance approach goal, and the performance avoidance goal. The GPA from the previous semester was used. The results of this study were as follows. Female students received higher grades on all of the Achievement Goals than male. The results of the performance approach goal decreased as the students' class seniority increased. The performance approach goal showed academic achievement correlated positively with performance approach, but correlated negatively with the performance avoidance goal. The negative achievement goal got lower as the seniority of students increased. On the basis of these results, an educational approach is necessary for the positive achievement goal where an understanding of the students' individual characteristics are account for in the achievement goal.