• English Language & Literature Teaching
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• v.13 no.1
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• pp.27-46
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• 2007

Teachers can maximize students' L2 learning by knowing preferred learning styles. This paper presents the results of a survey that asked 309 English learners to identify their perceptual learning style preferences. It further compared students' favored learning styles in terms of their gender and major field of study and explored a possible link between learning styles and English achievement. Collected data using Reid's (1995) questionnaire were analyzed by descriptive statistics, MANOVA, ANOVA, correlations, multiple regressions including squared partial correlations, and Cronbach's alpha. The results indicated that Korean students favored English learning in group regardless of gender, while their preferred mode of learning was significantly different in regard to their major field of study. Certain learning styles might be profitable for English achievement. Multiple regression analyses revealed that individual mode of learning was the best predictor of students' English achievement. It furthermore showed significant relationships between visual and individual styles of learning and English performance. The findings of the study reflected students' English learning context in which English native-speaking teachers frequently used communicative pair and small group activities for speaking practices that were consonant with students' learning styles.

• Korean Journal of Child Studies
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• v.29 no.3
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• pp.239-252
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• 2008

This study was to explore the causal relationship among teacher efficacy, teachers' approaches to instruction, and students' achievement goal orientation. Among the 278 6th grade students (average age: 12 years) who completed a self-report questionnaire during the second term, 230 (102 boys, 128 girls) returned the completed questionnaire (overall response rate : 82.7%). Measures of teacher efficacy, teachers' approaches to instruction, and students' achievement goal orientation were based on students' perceptions. Structural equation modeling tested relationships among the variables. Findings were that teacher efficacy influenced both students' achievement goal orientation and teachers' approaches to instruction. Teacher efficacy positively influenced teachers' mastery approach to instruction and students' mastery and performance approach goal orientations, whereas teacher efficacy negatively influenced teachers' performance approach to instruction.

• Educational Technology International
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• v.22 no.2
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• pp.111-137
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• 2021

Embracing the important roles of presence, this study focused on exploring how to enhance online learners' learning engagement and learning achievement in distance higher education settings. More specifically, this study examined the structural relationships among university students' teaching presence, social presence, learning engagement, and perceived learning achievement in online learning environments using structural equation modeling. Data were collected from 206 university students enrolled in online courses in the second semester of 2020 at two large universities. According to the results of the data analysis, there was a significant relationship between teaching and social presence. Teaching presence and social presence predicted learning engagement that positively affected perceived learning achievement. Teaching presence was strongly associated with perceived learning achievement while social presence had a negative impact on that. Additionally, learning engagement had a mediating effect on the relationship between teaching presence and perceived learning achievement. This study found that students who perceived higher levels of teaching and social presences tend to more engage in learning, leading to perceiving better learning achievement. The findings suggest that the design, development, and implementation of effective online instruction should be needed to promote learning engagement, which can be linked to enhancing students' learning achievement. Implications and discussion are addressed in this article.

• Journal of Korean Academy of Nursing
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• v.40 no.2
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• pp.182-190
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• 2010

Purpose: This study was done to identify self-directed learning readiness, achievement goal orientations, learning satisfaction and learning achievement, and to evaluate the factors affecting learning achievement for nursing students using a web-based Health Assessment e-Book. Methods: The research design was a cross-sectional study with a structured questionnaire and data were collected before using the web-based Health Assessment e-Book and 1 week after finishing. The participants were 80 nursing students who were taking the Health Assessment class from March to June 2009. Results: Mean score for subjective learning achievement was 31.26 and for objective learning achievement, 69.25. Subjective and objective learning achievement were positively correlated with self-directed learning readiness, mastery goal, attitude toward distance education, and learning satisfaction. In subjective learning achievement, learning satisfaction and mastery goal were significant predictive factors and explained 64% of the variance. Objective learning achievement was significantly predicted by learning satisfaction and self-directed learning readiness, which explained 24% of the variance. Conclusion: Learning satisfaction, mastery goal and self-directed learning readiness were found to be very important factors associated with learning achievement for nursing students using a web-based Health Assessment e-Book. To provide high quality and effective web-based courses and to improve nursing students' learning achievement and learning satisfaction, educators should consider the learner's characteristics from the initial stages of lecture planning.

• Journal of the Korean Chemical Society
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• v.58 no.3
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• pp.303-312
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• 2014

In this study, we analyzed the characteristics of science academic achievement by multiple culture and North Korean migrant students types, percentage of correct answer and discrimination per items per groups, and contents domains using quantitative and qualitative method in the National Assessment of Educational Achievement (NAEA). As a results of analysis, the degree of science academic achievement of the students from multiple culture and North Korean is much lower than that of the general students. Also, the science academic achievement of the students from multiple culture and North Korean migrant is different from the general students. Especially, science academic achievement of the immigrated students and the North Korean migrant students was lowest. The analysis of items that the difference of the percentage of correct answer was large showed that the students from multiple culture and North Korean migrant were equally weak to it in all contents domains, but that the students from international marriage family born in country were weak in some areas. Therefore, the appropriate the teaching and learning method and the educational support is needed considering the group situation, so the educational implications are discussed.

• International Journal of Advanced Culture Technology
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• v.8 no.1
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• pp.98-106
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• 2020

In this paper, we show the career path of college students from the perspective of positive psychology. Specifically we conducted the study to investigate a role of grit in the relationship between college students' occupational calling and academic achievement and career stress. 151 college students participated in this study and they completed the Korean version of the Calling and Vocational Questionnaire, Grit Scale, and Career Stress Scale. To assess their academic achievement, participants agreed to obtain their GPA from online system. The results of this study showed that occupational calling had a positive correlation with academic achievement and negatively correlated with career stress. In addition, it was confirmed that grit mediated the relationship between calling and academic achievement and career stress. Based on these results, the positive effects of occupational calling of college students, implications of this study, and suggestions for future research are discussed.

• Journal of the Korean Society of School Health
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• v.33 no.3
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• pp.156-163
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• 2020

Purpose: This study was conducted to identify the relationship between academic achievement, depression, anxiety, and grit in nursing students. Methods: Data were collected through structured questionnaires, and the study subjects were 93 students who agreed to participate in the study. The collected data were analyzed, using SPSS 25.0, by descriptive analysis, independent t-test, one-way ANOVA and pearson correlation analysis. Results: In this study, there was a significant positive correlation between depression and anxiety (r=.616, p<.001) and negative correlations between depression and grit (r=-.379, p<.001) and between depression and academic achievement (r=-.230, p=.026). Grit showed a significant positive correlation with academic achievement (r=.407, p<.001). Conclusion: According to these results, it is necessary to develop programs that can reduce depression and anxiety and increase grit in order to improve the academic achievement of nursing students.

• The Mathematical Education
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• v.46 no.4
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• pp.483-492
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• 2007

The purpose of this study was to investigate the relation between the cognitive processes and the mathematical achievement of the 4th grade students. And according to the several studies, there were significant relation between cognitive processes and achievement. Based on the PASS(Planning-Attention-Simultaneous-Successive Processes) Model presented by Das and Naglieri, four cognitive process variables were selected. The results of this study as follows. First, there was not significant relation between attention and mathematical achievement. Second, there was significant relation between planning and mathematical achievement. Third, there was significant relation between simultaneous/successive processes and mathematical achievement. Fourth, the students who got higher scores in the two types (simultaneous/successive)of information processing had more mathematical achievement. Specially, the students who got higher scores in the type of simultaneous information processing had higher scores in mathematical achievement. These results indicated that planning and simultaneous information processing had influence on the mathematical achievement.

• 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 Technologic Dentistry
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• v.43 no.4
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• pp.186-193
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• 2021

Purpose: The purpose of the study was to determine the general characteristics of students in dental technology departments; the correlations among their immersion in learning, class satisfaction, and academic achievement; factors influencing online learning experience; ways to improve students' class satisfaction; and basic data for designing effective online courses. Methods: A total of 300 questionnaires were produced and distributed to dental technology students from September 29 through October 8, 2020. The outcome was analyzed using IBM SPSS Statistics ver. 25.0. A significance level of α=0.05 was used for reliable verification. Results: Immersion in learning, class satisfaction, and academic achievement were relatively high among students who studied on a regular basis, and class satisfaction and academic achievement were relatively high among students who studied with almost no interruption. Concerning the correlations between academic achievement, immersion in learning, and class satisfaction in online learning, the correlation between academic achievement and class satisfaction was the highest at r=0.862. Class satisfaction was the largest factor that influenced academic achievement, and the higher students' immersion in learning and class satisfaction were, the higher their academic achievement was. Conclusion: The research is a case study that investigated the general characteristics of dental technology department students and the correlations among their immersion in learning, class satisfaction, and academic achievement. The study outcome could be used in determining factors that influence online learning and designing effective online courses that improve learner satisfaction.