• The Journal of the Korea Contents Association
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• v.12 no.3
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• pp.487-497
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• 2012

The purpose of this study is to increase the level of learning achievement and satisfaction by developing of on-line learning instruments. This study was to investigate the relationship among learning instrumments(lecture, homeworks, on-line interaction and off-line interaction), learning achievement and learning satisfaction. This survey was conducted 226 responses of e-learning social welfare education learners. Research method used Amos 18. Result indicated that homeworks and off-line interactive instruments had a positive effect on learning achievement and satisfaction. And lecture had a positive effect on learning satisfaction, but on-line mode interaction instruments had no effect. In order to improve the effectiveness of learning, structural development of activity learning instrument is necessary. And to foster learning satisfaction, it will be necessary to increase the learning achievement.

• The Journal of the Convergence on Culture Technology
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• v.7 no.4
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• pp.511-517
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• 2021

This study is a descriptive investigative study to correlate of learning flow, self-directedness, self-regulated learning ability and learning achievement of nursing students who in non-face-to-face learning environment. The subjects of the study were 179 nursing college students based in B, G city, who collected data from September to October 2021. The data analysis used the SPSS 24.0 program and performed descriptive statistics and correlation analysis. As a result of the study, the average learning flow was 38.54±7.87 points, self-directedness was 134.83±19.81 points, self-regulated learning ability was 42.93±5.98 points and learning achievement was 15.03±2.56 points. The relationships among learning flow, self-directedness, self-regulated learning ability, and learning achievement showed significant positive correlations. Therefore, strategies to increase the learning achievement of nursing college students in a non-face-to-face environment, and environmental improvement and institutional support to increase learning flow are needed.

• The Journal of Korean Academic Society of Nursing Education
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• v.23 no.1
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• pp.48-56
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• 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.

• Journal of Korean Home Economics Education Association
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• v.12 no.1
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• pp.47-58
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• 2000

The purpose of this study is to investigate the effects of cooperative learning method on student achievement and attitude in Home Economics. and that what sort of effectiveness be existed between the two groups. Homogeneous & Heterogeneous one in achievement. A junior middle school in Kwangju was served for the study. Setting two groups: One is for cooperative learning and other for traditional learning. Two classes were provided with cooperative learning method. while one class with traditional learning method. Two hours of a week were devoted for the experiment. and it was also planned to be lasted six weeks from the third of June. 1998. until the 13th of July. 1998. The results are as follows: 1) Student achievement from cooperative learning method showed a little higher than those from traditional learning method. 2) Cooperative learning method was more effective than traditional learning method. mental attitude toward school. lessons and teachers were more higher than those the traditional learning method. 3) The group of Heterogeneous members was higher than the group of Homogeneous members in their student achievement. 4) It is noticeable that two groups under cooperative learning method. however showed some difference when each of them is placed in different organization. The group of Heterogeneous members was more affirmative attitude toward school. lessons and teachers than the one Homogeneous members.

• Journal of Korean society of Dental Hygiene
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• v.15 no.3
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• pp.371-377
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• 2015

Objectives: The purpose of the study was to investigate the relation between learning strategy and academic achievement in the dental hygiene students. Methods: A self-reported questionnaire was completed by 207 dental hygiene students in Gyeongnam from April 1 to 30, 2014. The questionnaire consisted fo 51 questions of learning strategy and 1 question of academic achievement. The data were analyzed using SPSS 17.0 program for descriptive analyses, t-test, Pearson correlation and multiple regressing analysis. Results: The organized strategy and learning time management had a significantly positive influence on high scores in the junior and senior students. Learning strategie(r=0.419) and cognitive strategies(r=0.343), metacognitive strategies(r=0.239), resource management strategies(r=0.415) had significantly positive correlation to academic achievement. Cognitive strategy of learning strategies(p<0.05) and resource management strategies(p<0.001) had a positive effect on higher academic achievement. Conclusions: The learning strategies will provide the dental hygiene students with active participations.

• Journal of Engineering Education Research
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• v.26 no.6
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• pp.51-61
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• 2023

In this study, the effects of pre-learning attitude on learning participation and academic achievement was analyzed when applying the flipped learning methodology to engineering subject education. The modified PARTN teaching and learning model was applied, and pre-class survey, assessment on learning in pre-class, and post-class survey were conducted to analyze the effectiveness of flipped learning. The results were analyzed for 24 students who took the applied thermodynamics lecture. They were asked to take the course with the videos provided in the pre-class stage, and a pre-learning assessment was conducted to measure the completeness and understanding of the learning. As a result of the study, it was found that students with relatively excellent learning ability had excellent pre-learning evaluation results and excellent final academic achievement. In addition, the lower the pre-learning completion rate within the pre-learning period or the higher the learning rate using mobile devices, the more difficult it was to faithfully complete pre-learning, leading to poor pre-learning evaluation results. Meanwhile, the survey revealed that conducting pre-learning assessments were helpful in encouraging individual learning. In addition, cases reflecting pre-learning evaluation results to course grades showed higher pre-learning evaluation results than cases not reflecting pre-learning evaluation results to course grades, and in flipped learning classes, pre-learning evaluations act as a factor that promotes pre-class learning.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.13 no.5
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• pp.2023-2029
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• 2012

The purpose of this study were to identify the effect of Learning Together(LT) on underachiever's academic achievement and learning attitudes. To solve above study purpose, the subject of this study were 20 second-grade underachiever selected from two classes of middle school. The subject classified into two group. In this study, the experimental group were participated in LT method and comparison group were participated lecture-centered instruction. Experimental period were 8 weeks. After the experimental treatment, underachiever's academic achievement and learning attitudes carried out post-test. And the results of the data were analyzed by t-test and MANOVA. The results were as follows: A academic achievement and learning attitude of underachiever's through LT method was significantly higher than those learning through lecture-centered instruction. Especially, a self-confidence, success-expect, attention, affection as subordinate variables of learning attitude was significantly higher than those learning through lecture-centered instruction. In conclusion, LT method effect on underachiever's academic achievement and learning attitudes. As observed by the above results, a LT method should be an applicable to underachiever's education program plan as an effective means of enhancing their academic achievement and learning attitudes.

• Journal of Convergence for Information Technology
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• v.8 no.4
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• pp.247-253
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• 2018

This study was designed to analyze the difference in attendance and academic achievement based on spatio-temporal data relate to e-Learning patterns of university e-Learning learners. This study collected e-Learning data from 68 e-Learning classes, 13,611 learners during 3 years. Collected data were analyzed by t-test and two-way ANOVA. Major study findings were as follows. Firstly, e-Learning learners in school received higher than those of learners outside school both in attendance and academic achievement, while that academic achievement showed statistical significance. Secondly, the attendance and academic achievement by the day was in the order of e-Learning learners mainly in the morning, those in the afternoon and those at night, in addition there was statistical significance. Lastly e-Learning learners in the weekdays appeared higher than those of learners in the weekends both in attendance and academic achievement, also both of them showed statistical significance.

• English Language & Literature Teaching
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• v.16 no.4
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• pp.39-69
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• 2010

This study aims to identify how participants in online-incorporated English learning perceive interaction between achievement and factors of learning and personality. Using grounded theory analysis, this study attempts to generate a theoretical model depicting how the factors work with the L2 learners situated in the learning setting. A total of 231 college freshmen participated in online and offline EFL learning programs for the duration of one semester. In addition, all respondents completed a survey questionnaire on their learning experiences. In the investigation of the differences between low- and high-proficiency groups, audio-taped interviews with 20 selected students, 10 from each group, have revealed differences not only in the types of personal and instructional factors, but also, more importantly, in the interrelationship between these factors in each group's learning model. These models effectively explained the statistically significant differences in four questionnaire items, such as online learning and contributions of offline class sections to their L2 achievement. These findings entail L2 practitioners' shared understandings of their students' perspectives of learning in the specific L2 learning context.

• International Journal of Advanced Culture Technology
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• v.10 no.2
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• pp.162-173
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• 2022

In non-face-to-face teaching-learning, a survey was conducted on 55 students in the department of chemistry education at university A on the variables (behavioral control, instructor-learner interaction, cognitive learning) affecting learning satisfaction and academic achievement. There were relatively large positive correlations between variables. The positive correlation between them was found to be the factors that influenced learning satisfaction and academic achievement in non-face-to-face teaching-learning. The average values of non-face-to-face teaching-learning for each variable were lower than the corresponding values of face-to-face teaching-learning, respectively. As a result of the perception survey on the detailed factors of each variable, negative responses were relatively high in factors such as 'concentration of behavior' in behavioral control, 'level-considered explanation' in instructor-learner interaction, and 'knowledge understanding' in cognitive learning.