• International Journal of Computer Science & Network Security
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• v.21 no.2
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• pp.66-76
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• 2021

The quality of the E-learning education in Saudi Arabia has been a major concern by many academicians, especially, and people in general as this platform has not been a priority for education. Not until recently, the world has been impacted by the Covid-19 pandemic, which makes every education institution shifted to the online platform to continue the education for the students. Thus, many studies on the perceptions on the online learning have been carried out, and though many are focusing on the perceptions by the education institutions' faculty and administration, there is a lack in the amount of study performed to analyse the students' perceptions of online learning during the pandemic time. The current study is conducted by utilising qualitative methods in order to collect information and investigate the students' perception regarding online learning during the pandemic Covid-19, based on their individual experiences. A number of fifteen (15) students were selected as respondents for the study, in which structured interviews were conducted by using a convenient sampling technique for data collection. Through the discussion, all of the positive and negative perceptions of online learning, as well as the factors contributing to those perceptions were identified. The results of the study found that the positive perceptions were contributed based on the flexibility, cost-effectiveness, availability of the electronic research databases, and well-designed online classroom interfaces. For the negative perceptions from using online learning platforms, the respondents informed that they were contributed by the lecturer's delayed feedback, lack of technical support by lecturers, low in self-esteem and self-motivation, feel isolated, one-way of educational methods, and poorly-designed class materials. Through the findings, the school's administration and lecturers would be able to know the struggles experienced by the students, and eventually come out with better solutions to improve their teaching methods.

• Journal of The Korean Association For Science Education
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• v.24 no.2
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• pp.309-319
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• 2004

The purpose of this study is to investigate middle school students' perceptions of private academy science education and of school science education in order to promote school science education. 180 middle school students who were taking a science class at a private academy were participated, and the short form of Classroom Environment Scale was implemented for the study. The results showed that the students went to an academy for supplementing school science or for getting a better grade in school. Some students, however, have different reason to go to an academy; they were kinds of silence-learners or received-learners rather than constructed-learners. That is, they didn't know how to and what to study. Students didn't have an opportunity to think scientifically and creatively from both academy and school science classes. They studied harder in science class at private academy than at school. Some students felt more favorable to and comfortable with academy teachers compare to school science teachers.

• Journal of The Korean Association For Science Education
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• v.30 no.1
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• pp.68-79
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• 2010

This study utilized the What Is Happening In this Class (WIHIC) questionnaire to examine students' perceptions of their science learning environment. Data was collected from 587 middle school students in seven coeducation schools in Seoul. Higher mean scores occurred on the scales of Student cohesiveness, Task orientation, Cooperation and Equity in the WIHIC, whereas lower mean scores occurred on Teacher support, Involvement and Investigation. The effects of gender on students' perceptions of their science learning environment were not statistically significant overall, but girls perceived Student cohesiveness and Cooperation more positively than boys. Correlations between the WIHIC scales of the low-level group that perceived their learning environments negatively (10 percentiles) and the high-level group that perceived their learning environments positively (90 percentiles) were computed. Teacher support, Involvement, Task Orientation and Investigation were highly correlated with each other in the low-level group, whereas only Teacher support and Equity were correlated in the high group. Educational implications were discussed.

• Journal of The Korean Association For Science Education
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• v.21 no.3
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• pp.529-536
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• 2001

The purpose of the research is to investigate the effects of a portfolio system on students' socio-psychological classroom environments in elementary science class. Two schools were selected from a metropolitan area, a city, and one school from a rural area in central Korea. Two fifth-grade classes were sampled from each school selected, and one class is assigned to experimental group and the other to control group, respectively. The total number of participants of the study is 399. Portfolio system was administered to experimental group, and conventional teaching to control group for two and half month. WIHIC, an inventory to measure socio-psychological classroom environment, was administered as a pre- and post-test. Experimental group gained statistically higher scores on WIHIC after administering portfolio system. They showed more positive perceptions on sub-areas of WIHIC such as teacher support, task orientation, and equity. There is interaction between region and group: the effects of the portfolio system is highest in rural area, lowest in metropolitan area, and the city in between. Portfolio system have positive effects on students' socio-psychological classroom environments. Enhanced socio-psychological classroom environments is expected to contribute to positive self-concept, higher science achievements, and self-directed learning.

• English Language & Literature Teaching
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• v.15 no.3
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• pp.223-248
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• 2009

Previous research on the impact of pretask planning on subsequent second language (L2) production has mainly focused on the linguistic quality of planned production, while learners' thought processes and perceptions about planning have been relatively less explored. In addition, few previous planning studies have examined whether the learners did in fact follow the pretask instructions, thus leaving the role of pretask instructions in the planning process unexplored. Therefore, the present study investigated whether pretask instructions affect attentional allocation as well as what cognitive operations planners engage in and what their perceptions about planning are. Forty-three Korean EFL classroom learners were divided into two groups: before having time to plan for an oral story retelling task, one group received general instructions, while the other group received specific instructions. The findings, based on both quantitative and qualitative data analysis, indicated no large effects of pretask instructions on the planners' attentional focus. Rather, the qualitative analysis identified a number of other factors that influenced learners' decision making as well as their general processes and approaches to planning and their perceptions about planning and thinking aloud while planning. Implications for L2 teaching as well as limitations of the study are discussed.

• International Journal of Internet, Broadcasting and Communication
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• v.12 no.4
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• pp.148-155
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• 2020

This study investigated learners' perceptions of using self-generated listening materials based on Text to Speech. After taking an online training session to learn how to make listening materials for extensive listening practice outside the classroom, the learners were engaged in practice with self-generated listening materials for 10 weeks in a self-directed way. The results show that a majority of the learners found the TTS-based listening materials helpful to reduce anxiety toward listening and enhance self-confidence and motivation, with a positive effect on improving their listening ability. The learners' general satisfaction can be attributed to some beneficial features of TTS-based listening material, including freedom to choose what they want to learn, convenient accessibility to the material, availability of various native speakers' voices, and novelty of digital tools. This suggests that TTS-based digital listening materials can be a useful educational tool to support learners' self-directed listening practice outside the classroom in EFL settings.

• Korean Journal of Child Studies
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• v.22 no.3
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• pp.257-270
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• 2001

The present study examined the relation between academic help-seeking behaviors and classroom context based on students' perceptions of various classroom goals stressed by their teachers and their perceived teacher support for seeking help. The 305 subjects were 5th grade students(162 boys and 143 girls) of an elementary school in Gwangyang. The students completed a questionnaire. Data were analyzed by $2{\times}2$ ANOVA. Results showed that students' help-seeking behaviors were influenced by their teachers' goal orientation and perceived teacher support for seeking help. The results of this study suggest that perceived teacher support for seeking help may be expecially important for some students who could use instrumental help to continue task engagement, and teachers' learning-focused goal orientation is an important variable of instrumental help-seeking behavior.

• Cross-Cultural Studies
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• v.20
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• pp.29-66
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• 2010

This paper is a qualitative study of the experiences of Korean heritage language learners (KHLLs) with literacy (reading and writing), particularly before they enter the college-level heritage language classroom. Previous research, both qualitative and quantitative, has addressed the overall language background of KHLLs, including oral and aural proficiency and writing and reading ability, as well as demographic information (such as when the student immigrated to the United States) in relation to language test scores. This study addresses KHLL experiences in the following six areas as they relate to student perceptions and attitudes toward their own heritage language literacy: language proficiency, motivation for learning, academic preparedness, cultural connectedness, emotional factors, and social factors. Fourteen undergraduate students at a university in the western United States participated in a convenience sample by responding to a 10-question survey. Trends in responses indicated that KHLLs entered the classroom with high integrational motivation and experienced great satisfaction with perceived progress in literacy, but students also expressed regret for having missed childhood learning experiences that would likely have resulted in higher proficiency. These experiences include informal and formal instruction in the home and formal instruction outside of the home.

• Journal of The Korean Association For Science Education
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• v.17 no.1
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• pp.45-53
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• 1997

The purpose of this study was to investigate the instructional effects of a problem solving model on students' achievement, science process skills, and perceptions of science activities. The problem solving model was developed on the basis of the SSCS (Search, Solve, Create, Share) problem solving model while considering Korean educational situations under a national curriculum. The model developed is composed of 4 stages; identify, solve, create, and share. In this research, the treatment and control groups (6 classes) were selected from a middle school in Seoul and taught about the separation of mixture for four weeks. Prior to instruction, the Group Assessment of Logical Thinking and the Learning Approach Questionnaire were administered, and their scores were used as covariate and blocking variable, respectively. During instruction, classroom observations for each group were conducted with a researcher-made checklist. Immediately following the instructions, students' achievement, science process skills, and perceptions of science activities were measured by a researcher-made achievement test, the Middle Grades Integrated Science Process Skills Test(MIPT), and the Perceptions of Science Activities Questionnaire, respectively. The results indicated that students in the treatment group achieved significantly better than those in the control group. Although students in the treatment group were found to use more science process skills correctly during their science activities, the MIPT scores of the treatment group were not significantly higher than those of the control group. No interaction with students' learning approach was found for both students' achievement and science process skills. On the questionnaire of students' perceptions of science activities, the treatment group showed more positive perceptions and interest than the control group. Educational implications are discussed.

• Journal of Industrial Convergence
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• v.21 no.8
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• pp.1-12
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• 2023

The purpose of the study is to analyze the impact of blended learning's external classroom formats and internal teaching strategies, which has been implemented in university classes due to COVID-19, on students' academic achievement and learners' perceptions, as well as to provide insights into the desirable direction of online education. The study was conducted during the 1st semester of 2022 at G University, targeting students taking Calculus I. The experimental group consisted of 117 students, while the control group consisted of 707 students. Blended learning, involving a combination of face-to-face classes, online classes, and mixed teaching methods, was implemented, and academic achievement and learner perceptions were assessed. The research findings indicate that compared to solely online classes, adopting a blended learning approach with online classes before the midterm and face-to-face classes afterwards resulted in a decline in academic achievement. The unprepared and simplistic external format of blended learning was found to be ineffective, however, a blended learning model consisting solely of online classes, incorporating a mix of asynchronous and synchronous instruction, demonstrated positive learner perceptions. Additionally, utilizing technology in the teaching strategies yielded positive outcome.