• Journal of the Korea Society of Computer and Information
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• v.16 no.11
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• pp.145-152
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• 2011

The study analyzed effects of the problem-based learning utilizing cognitive algorithms in elementary mathematics education in terms of academic achievement and math attitude changes. In order to solve the research questions, a cognitive algorithm-based PBL model was derived based on N. Landa's algorithm-based instructional design theory. And the model was applied to a part of second semester math curriculum for 4th grade of an elementary school located in Seoul. The results showed that the PBL utilizing algorithms can be said to have effects on academic achievement. The PBL model is also considered to have positive effects in enhancing mathematical attitudes of the learners.

• Journal of the Korean School Mathematics Society
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• v.17 no.4
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• pp.465-492
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• 2014

In this study, through the analysis of the mathematics curriculum and textbooks, we produce the cooperative learning activity sheets which was appropriate instructional content for various levels. And, by using them appropriately at the levels of student learning on their own interest, we enhance academic achievement and cooperative learning attitudes. Specific for details for this study are as follows: First, through the applying a variety of the differentiated cooperative learning activity sheets and developing instruction learning, we improve the academic achievement. Second, through the making and utilizing the differentiated cooperative learning activity sheets and the interest and attitudes in mathematics, we improve the cooperative learning attitude. Third, through the levels of the subgroup cooperative learning, we improve the math learning abilities through a learner-centered. Further the purpose of this study is to bring up complementary cooperative spirit among colleagues.

• Journal of the Korean Academy of Child and Adolescent Psychiatry
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• v.18 no.1
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• pp.58-65
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• 2007

Objectives : Motivational factor is a unique contributor to the typically poor academic performance of children with ADHD. However, few study has directly intervened learning motivation in children with ADHD. We conducted this study to explore the direct effects of the learning motivation improvement program applied to children with ADHD. Method The program was designed in order to increase an interest-inducing educational intervention, an academic skills integration, a basic learning activity (reading, writing, and math), and children's self-esteem. We conducted the program twice a week (total 10 sessions) and assessed learning motivation, teaming attitude, self-esteem, academic performance, and problem behaviors of participating children. Results : After the program, teachers reported improvement in teaming motivation. In addition, parents notified sisnificant reduction of problem behaviors. Children reported improvement in a few domains of teaming motivation and learning attitude. Conclusion : While loaming motivation is regarded as an important factor in education, there have been few studies considering this issue in both educational and psychiatric fields. The teaming motivation improvement would be needed in both field in order to reduce the deficits in academic performance in children with ADHD.

• Journal of the Korean School Mathematics Society
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• v.10 no.3
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• pp.289-302
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• 2007

I took a look at the note written by the students in math class. But, it was sort of a 'scratch paper' because they focused only on the problems or do not know the writing a notebook. Thus, I prepared organizational writing activity through learning-notebooks and analyzed the results from the writing activity through learning-notebooks in order to recognize the effects how the activity influences students' mathematics academic achievements and attitude. As a result, I could find that writing activity through learning-notebooks contributes to the enhancement of mathematics academic achievement and attitude.

• Korean Journal of Culture and Social Issue
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• v.16 no.2
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• pp.103-124
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• 2010

The purpose of the present study was to examine the relationships among private tutoring hours, academic motivation, use of learning strategies, and academic achievement test scores using structural equation modeling. The sample consisted of 3,607 7th graders from Korean middle schools who were included in the Korean Education Longitudinal Study. The results suggest that there was no evidence that the private tutoring hours predicted students' motivation and learning strategy use. It was found that the private tutoring hours predicted achievements in English and Math, but it was negligible in magnitude. As for achievement test scores, academic motivation and the use of learning strategies played more critical role rather than the private tutoring hours.

• Journal of the Korea Convergence Society
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• v.8 no.6
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• pp.209-218
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• 2017

Flipped Learning is being suggested which is well known as a teaching method which lets students learn the contents they will learn in advance through the advance online video and have a discussion through the team interaction in the main class for them to solve the assignment through the cooperation in a self-initiated way. Therefore, this study was intended to confirm if the flipped learning class could improve the students' learning ability and raising the interest in math by complementing the problem on the lecture-type class by applying the flipped learning class to the college basic math subject. As a result, in the unit test result, the average score of the experimental group was more than 20 higher than one of the control group indicating that Flipped Learning had a great effect on improving the learning ability, and as for the introspection journal analysis, many subjects from the experimental group showed the positive attitude toward math they felt difficult unlike ones from control group indicating that it was effective in improving the interest level.

• Journal of The Korean Association of Information Education
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• v.23 no.5
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• pp.481-489
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• 2019

In order to explore the learning attitude of the learners and the effects of conscious learning attitudes on academic achievement in On-line education system of open high school, we analyze the log data of 2,965 first graders who studied English, Math, Integrated Society and Integrated Science during the first semester of 2018. This study examines the learning status according to the learner's background variables, and analyzes the number of lessons per hour, learning progress rate, learning period, learning start month, and formative evaluation results for each class. In addition, to verify the effects of conscious learning attitude on academic achievement, skewness and kurtosis are calculated by using learning frequency values for each class. As a result, in almost all fields, the average number of lessons per class, study duration, progress rate, and grades, women are higher than men. In addition, the older ones are, the higher they are and the Seoul area is higher than the other area. The average learning period is 2~3 months, and the longer the learning period, the higher the formative evaluation score. Lastly, even though the number of learning is lower than that of learners who concentrate on a certain period of time, the formation scores of learners who learn consciously are higher.

• Phonetics and Speech Sciences
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• v.14 no.3
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• pp.41-49
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• 2022

The average acoustic distribution of American English speakers was statistically compared with the English-speaking patterns of gifted students in a Science Academy in Korea. By analyzing speech recordings, the duration time of which is much longer than in previous studies, this research identified the degree of acoustic proximity between the two parties and the predictability of English academic achievement of gifted high school students. Long-term spectral acoustic power distribution vectors were obtained for 2,048 center frequencies in the range of 20 Hz to 20,000 Hz by applying an long-term average speech spectrum (LTASS) MATLAB code. Three more variables were statistically compared to discover additional indices that can predict future English academic achievement: the receptive vocabulary size test, the cumulative vocabulary scores of English formative assessment, and the English Speaking Proficiency Test scores. Linear regression and correlational analyses between the four variables showed that the receptive vocabulary size test and the low-frequency vocabulary formative assessments which require both lexical and domain-specific science background knowledge are relatively more significant variables than a basic suprasegmental level English fluency in the predictability of gifted students' academic achievement.

• Journal for History of Mathematics
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• v.28 no.1
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• pp.45-62
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• 2015

This study assumes alternative character of the operation of mathematical club in middle school. The case that operated the voluntary mathematics club for one year was analyzed and the educational effect was considered. First, the examination instrument for choosing the members of mathematics club was developed and used. And, diverse teaching and learning materials for improving creativity and mathematical ability of the members were used. Second, the difference of learning result between the experiment group and control one who joined the activities of mathematics club was analyzed. Finally, mathematical club activity based on mathematics history appeared to be effective in improving academic achievement and mathematics exploration activity.

• Journal of the Korean School Mathematics Society
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• v.14 no.2
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• pp.199-213
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• 2011

The factors contributing to learning can be broadly classified into four different groups; Learner's characteristic variable, Instructor's characteristic variable, Learning task characteristic variable and environmental characteristic variable. And the first thing we need to do here is understanding of learner's characteristics among those factors in order to devise a plan for education. Accordingly, the purpose of this study is to find out what impact the affective traits (self-concept learning habits learning attitude), one of the learner's features, have on the mathematics-learning achievement and to seek for a good teaching method with reference to elementary school students' learning accomplishments and attitudes. For this, a questionnaire survey was conducted of 78 students of two fifth-grade classes in an elementary school located in South Chungcheong Province in this study. In consequence, it has been shown that the mathematics-learning achievement has the greatest relevance to the self-concept in connection with mathematics followed by the self-concept in connection with learning, the learning habits relating to mathematics, the attitude towards mathematics, the learning habits concerning studies and the attitude towards learning.