• Korean Journal of Child Studies
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• v.27 no.6
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• pp.183-197
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• 2006

The purpose of this study was to explore the relationships between learning-related social skills, early school adjustment, and academic achievement. The sample consisted of 160 first grade children in one elementary school in the city of Ilsan. The teacher rated children's learning-related social skills and early school adjustment. Academic achievement was assessed by scores on Korean language arts and math exams administered at the end of first semester. Learning-related social skills and early school adjustment were correlated with the children's academic achievement. Particularly, the cooperation and mastery behavior of learning-related social skills were strongly associated with the early school adjustment and academic achievement.

• International journal of advanced smart convergence
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• v.9 no.2
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• pp.147-156
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• 2020

ACM's CSTA has drafted standards for computing curricula and recommended them to schools in the United States. The five core concepts of the US elementary school computing curriculum are computing systems, network and the Internet, data and analysis, algorithms and programming, and impacts of computing. In 2005, Korea prepared ICT education guidelines, including five fields, their subfields, and achievement criteria for each subfield. In the 2015 revised curriculum, software education was introduced and five achievement standards were set. The ACM CSTA has 18 achievement criteria up to K-2 and 21 achievement criteria up to K-5. If we compare the 39 achievement standards of the US to Korea, Korea's 2005 ICT education guidelines include 25 of these, and the 2015 revised curriculum includes 5 of them. In this study, we aim to study the CSTA achievement criteria that second graders should know and the achievement criteria that fifth graders should know. This is compared and analyzed with Korea's 2005 ICT Guidelines and 2015 Software Curriculum. In comparison with the number of achievement standards, the US elementary school's computing achievement standards are much higher than in Korea. Comparing with each standard, there are many areas that are not covered in Korean curriculum, and we can see that the 2015 curriculum has rather receded from 2005.

• Journal of Distribution Science
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• v.21 no.12
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• pp.15-22
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• 2023

Purpose: Business education is in high demand whereas knowledge is critical for an individual's professional development in general, and for teachers in particular. In this research, the effect of the distributions of teachers' business knowledge on schools' achievement were investigated. Research design, data and methodology: This study employs a quantitative method to investigate the level of business knowledge distributions of teachers on schools' achievement. 155 business studies subject teachers were categorised into 66 respective schools to measure the correlation and regression between teachers' business knowledge distribution and schools' achievement. Results: The results of the study show that there is a significant relationship between school achievement from the aspect of teachers' business knowledge distributions, with the score of, r = 0.345, p < 0.05. The value of R² shows a moderate relationship between the teachers' knowledge distributions on school achievement but still plays a role in determining the measurement of the school's level of achievement. Conclusions: It is concluded that the relationship between teacher's business knowledge and school achievement in the subject of Business Studies is significant. This study proves that the teacher's knowledge about business is very important in guaranteeing the success of students who took this subject.

• Journal of Fisheries and Marine Sciences Education
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• v.24 no.5
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• pp.616-626
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• 2012

The purpose of this study is to verify career maturity, achievement goal, learning attitude and academic achievement relation with subjects-related career education of middle school students. To achieve these aims, this study used SELS(Seoul education longitudinal study) of Seoul Education Research & Information Institute. Also, analysis as well as descriptive statistics calculation on average, deviation, skewness and kurtosis of variable factor and calculated characteristic item and degree of reliability(Cronbach ${\alpha}$). For goodness of fit test, this study used TLI(Tucker-Lewis index) and RMSEA(Root mean square error of approximation). To achieve the ultimate objects, this study used LMA(latent mean analysis) for analysis of difference career maturity, achievement goal, learning attitude and academic achievement relation with subjects-related career education in middle school students. The results are as follows. First, experience relation with subjects-related career education were influenced on career maturity with career cognition. Second, experience relation with subjects-related career education were influenced on achievement goal, learning attitude, and larger than career maturity and academic achievement. Third, experience relation with subjects-related career education were influenced on middle school students more than inexperienced relation with subjects-related career education.

• International Journal of Advanced Culture Technology
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• v.12 no.1
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• pp.34-42
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• 2024

This study investigated the academic achievement of science and high school students according to the characteristics of R&E activities in mathematics and science. In addition, based on the survey results, the correlation between R&E activity characteristics and mathematics and science academic achievement was studied through correlation analysis and factor analysis between subjects. There was a difference in academic achievement in mathematics and science according to the characteristics of the R&E activity area, and the experience of R&E activity was found to be closely related to the academic achievement of related subjects. Depending on the area of R&E activity, mathematical and scientific academic achievement was found to be two factors: mathematical logic and natural understanding. Natural understanding factors significantly influenced students' academic achievement in mathematics, physics, and life sciences, and mathematical logic factors significantly influenced the academic achievement of students in chemistry and earth science subjects. In particular, mathematical logic ability was concentrated in excellent physics class students, and natural understanding ability was concentrated in excellent life science class students. Since the characteristics of the R & E activity area greatly influence the academic achievement of mathematics and science, it will significantly contribute to the selection and operation of the R & E activity area of science high school students.

• Journal of Digital Convergence
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• v.16 no.12
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• pp.153-162
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• 2018

This paper analyzed the current level of the middle school academic achievement in Changwon City and explored the ways for improving academic achievement of the middle school in Changwon City. The data used in the analysis were the results of National Assessment of Educational Achievement of middle school students from 2013 to 2016 which was released on the school's information website(www.schoolinfo.go.kr) First, the analysis found that the academic achievement level of the middle school in Changwon City was not higher than those of Gwangju, Daejeon, and Ulsan, where the population size is similar. Second, the level of academic achievement among middle schools in Changwon City differed by year. Third, the level of academic achievement of middle school in Changwon City differed by district. Fourth, the educational achievement gap among middle schools in Changwon City existed by public and private school, as well as by male school, female school, and male and female Middle School. The paper suggested that schools with low ratio of proficient and above achievement levels should look for ways to raise the percentage of proficient and above achievement levels, and schools with higher rates of below basic achievement should make efforts to solve the problem.

• Journal of the Korea Society of Computer and Information
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• v.20 no.6
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• pp.99-106
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• 2015

This study aims to examine the effects of academic procrastination in middle school students on their academic achievement. It also analyzed the influences of stress level recognized by middle school students on their academic achievement. First, it examined theoretical and preceding studies and assumed that sub-factors of academic procrastination in middle school students such as behavioral, cognitive and emotional factors affected their academic achievement. It was assumed that the middle school students' stress had the direct mediating effects on their academic achievement. As a result of the research, it was found that sub-factors of academic procrastination in middle school students such as behavioral, cognitive and emotional factors had partially direct influence on their stress and academic achievement. It was shown that the analysis of mediating effects from middle school students' stress had no influence on the academic achievement. This study presented policy suggestions of academic achievement in middle school students as an alternative based on the research results.

• Journal of Families and Better Life
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• v.26 no.6
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• pp.135-141
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• 2008

This longitudinal study investigated the causal relationships between academic achievement and self-esteem using data from a 4-year investigation(2003-2006). Academic achievements and self-esteem were assessed for a sample of adolescents (male 187, female 201) in KYPS (Korea Youth Panel Survey). Cross-lagged autoregressive analyses indicated that for academic achievement and self-esteem, these two variables were reciprocally interrelated in middle school. However, thereafter, middle school 3rd grade students' self-esteem influenced high school 1st grade students' academic achievement, while high school 1st grade students' academic achievement influenced high school 2nd grade students' self-esteem.

• East Asian mathematical journal
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• v.33 no.4
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• pp.333-351
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• 2017

Schools are expected to ultimately moderate the difference of inequality issues among social groups and reduce the achievement gaps. This study investigates this expectation, in particular, how students' mathematics achievements are influenced by their parents' education at the individual level and by collective responsibility for teaching at the school level as well as the interaction of the two. Using a two-level hierarchical linear model, this study indicates that a school collective responsibility has a larger positive effect on students' mathematics achievement when their parents' education level is high. This means that school's collective responsibility accelerates inequity in students' mathematics achievement. Knowing that collective responsibility has less of an effect on students whose parents' education is not high, researchers, schools, and school districts should continue to search for school effects that have more of a positive impact on the relationship between mathematics achievement for students whose parents' education is not high in order to have more equitable results for all students.

• Journal of Fisheries and Marine Sciences Education
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• v.29 no.1
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• pp.180-187
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• 2017

The purpose of this research is to analyze the relationship between using computer for learning and subjective achievement in high school. It is also to explore the relationship among gender, school type, subjective achievement and computer use for learning. We conduct structural equational modeling analyses using Korean Child Youth Panel Study (KCYPS) data with 1st grade middle school students panel. We found these results: (a) Using computer for learning effects on the subjective achievement of 3rd grade high school students. (b) Girls more use computer for the purpose of learning than boys during high school. (c) School type has an effect on using computer for learning in high school significantly. From these results, some strategies and guides are suggested in the use of computer for learning.