• International journal of advanced smart convergence
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• 제9권2호
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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.

• 한국간호교육학회지
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• 제23권1호
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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.

• 한국산학기술학회논문지
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• 제11권6호
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• pp.2138-2143
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• 2010

본 논문은 작업치료학과 학생의 성취목표 지향성과 학업성취와의 관계를 알아보고자 하였다. 경남에 소재하고 있는 대학교의 작업치료학과 학생 106명을 대상으로 하였으며, 측정도구는 성취목표척도와 학기말 평점을 이용하였다. 성취목표는 Elliot & Church의 3요인 모텔로 숙달목표, 수행접근목표, 수행회피목표로 구분하였다. 여학생이 세가지 성취목표 모두에서 남학생보다 높게 나타났다. 수행접근목표는 학년이 높아질수록 낮게 나타났다. 성취목표가 학업성취도에 미치는 영향을 알아본 결과, 숙달목표가 높을수록 학업성취도가 높은 것으로 나타났으며, 수행회피목표가 높을수록 학업성취도는 낮은 것으로 나타나서, 일반적으로 학업성취도에 긍정적인 영향을 미치는 것으로 알려진 숙달목표가 작업치료학과 학생들에서도 긍정적인 영향을 미치는 것으로 나타났다. 따라서 작업치료학과 학생들은 학년이 올라갈수록 부정적인 성취목표 지향성이 저하되고 있으며 긍정적인 성취목표 지향성 정도는 유의하게 높게 나타나지 않았다. 그러므로 학생들의 성취목표지향성에 대한 특성 파악을 통하여 긍정적인 성취목표에 대한 교육접근이 요구된다.

• 아동학회지
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• 제30권4호
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• pp.87-97
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• 2009

This study used Hierarchical Linear Modeling analysis to investigate the effects of individual self-regulated cognitive strategies and public education on middle school students' academic achievement. Participants were 6389 (boys 3287, girls 3102) middle school students from the 2005 data of the Korea Education Longitudinal Study. Results were as follows : (1) there were significant differences among different schools in middle school students' academic achievement, i.e. 20% of variance in English achievement and 15% of variance in mathematics achievement were explained by school differences. (2) Students' elaboration and meta-cognitive strategy influenced academic achievement positively. (3) Predictor variables by ability grouping, supplementary class, and/or self-learning class had no significant effects on students' academic achievement.

• 한국초등과학교육학회지:초등과학교육
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• 제23권3호
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• pp.173-181
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• 2004

The purpose of this study was to explore the effects of visual note making method on creativity and science achievement of elementary school students. This study was conducted for the 17 periods of the first semester of the 4th grade students. Seventy nine students were assigned to experimental group and control group. The experimental group was taught through visual note making methods, and the control group was taught by the traditional manner. On the basis of the test of verbal-spatial from NASSP, the subjects were classified to visual-, visual verbal-, verbal preference groups. After this methods had been applied, students of both groups took tests of creativity and science achievement. The results of this study were as follows: 1. In order to investigate the effects of visual note making on creativity and science achievement of the students, students＇ creativity and science achievement were analyzed by t-test. The experimental group showed significantly higher scores on both of creativity and science achievement than control group. 2. Visual preference group showed significantly higher score on creativity than visualㆍverbal-, and verbal preference group (p＜.01), but not significant on science achievement. In conclusion, the instruction applying the visual note making methods was more effective in nurturing student＇s creativity and science achievement than the traditional instruction.

• Educational Technology International
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• 제22권2호
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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.

• 유통과학연구
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• 제21권12호
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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.

• 한국사회복지학
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• 제61권4호
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• pp.287-306
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• 2009

본 연구에서는 서울아동패널 1-3차년도 자료를 이용하여 학교만족도가 학업성취에 미치는 영향을 분석하였다. 특히 본 연구는 학업성취와 학교만족도 간의 인과관계의 규명에 한 걸음 더 나아가기 위하여 종속변수와 독립변수간의 시간적 순서를 고려한 분석과 자기회귀 교차지연모형을 활용하여 두 변수의 종단적인 관계를 살펴보았다. 분석결과 학교만족도가 학업성취도에 미치는 영향이 보다 유의미한 것으로 나타났다. 이러한 결과는 아동의 학교만족도를 통해 학업성취도 향상을 유인하려는 학교에 기초한 사회복지 지원프로그램의 타당성을 보여주는 것이다.

• International Journal of Computer Science & Network Security
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• 제22권5호
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• pp.149-153
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• 2022

This study examines the effect of using interactive electronic models to teach mathematical concepts on students' achievement in the linear algebra course at university. The field sample consisted of 200 students divided into two equal groups, an experimental group of 100 students and a control group of 100 students. The researcher used an achievement test in some mathematical concepts related to linear algebra. The results of the study showed that there were statistically significant differences (0.05) between the average achievement scores of the experimental and control groups in the post application of the achievement test, in favor of the experimental group. The size of the influence of the independent factor on the results of the study, which is "interactive electronic forms", on the dependent factor, which is the students' academic achievement in the prepared test, had a very large effect. Also, the results of the study showed that there were statistically significant differences (0.05) between the mean scores of the experimental group in the pre and post applications of the achievement test, in favor of the post application. The researcher recommended the use of interactive electronic models in teaching mathematical concepts at the university level and diversifying the strategies of teaching mathematics, using technology to attract learners and raise their academic achievement.

• 한국멀티미디어학회논문지
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• 제24권9호
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• pp.1299-1310
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• 2021

Under the background of the rapid development of digital educational games, we have to evidently research the elements of the achievement system of children's DEG (Digital Educational Game), and analyze the relations between the elements and make a profound study on the achievement system and its components on the impact of player's attitude. Compared with the existing research, the research contents and methods are innovative and reliable. The results show that players have a positive attitude towards the DEG achievement system, DEG achievement system has important value and role for educational games. Which is made of five elements: symbol, reward, logic, social interaction, and knowledge. The five elements interact with each other and have a positive impact on players' attitudes. DEG achievement system with five elements will bring players a positive experience. These findings provide a detailed study of the components of the achievement system. With all of these, we can explain the role and relationship of the components, and provide new ideas and empirical evidence for the design and development of children's educational game achievement system. The above findings provide a detailed description of the components of the DEG achievement system, explain the role and value of each component, and the relationships and patterns among the components, it provides a new perspective and empirical evidence for the design and development of the children's system DEG results.