• Journal of Elementary Mathematics Education in Korea
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• v.19 no.2
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• pp.231-250
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• 2015

The objective of this study is to analyze the effects 6th grade mathematics lessons applying story making have on the mathematics achievement and attitude toward mathematics. For this study, using two examination devices for measuring mathematical attitudes and mathematics learning achievement, a pre-test and post-test were conducted. In the pre-test, it was found that the two groups are identical groups. The post-test was used for verifying the research problems and the results of post-test were analyzed using t-test. The findings of this study are below. First, lessons applying story making influenced the mathematics achievement of children. This implies that lessons applying story making are more effective for improving a mathematics achievement than a general teaching and learning method. Also, when carrying out the t-test of pre-test and post-test results of learning achievement in experimental groups, there was a significant change as well. It is therefore supposed that lessons applying story making have positive effect on the mathematics achievement of children. Second, lessons applying story making influenced the mathematical attitudes of children. This implies that the lessons are more effective for improving mathematical attitude than a general teaching and learning method. Also, when carrying out the t-test of pre-test and post-test results of mathematical attitudes in experimental groups, there was a significant change as well. It is therefore supposed that lessons applying story making have positive effect on mathematical attitudes of children. From the results, it was found that mathematics lessons applying story making can be used to change the mathematics achievement and mathematical attitudes of students positively.

• Journal of the Korean School Mathematics Society
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• v.6 no.1
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• pp.45-63
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• 2003

This study is a research about the effect on achievement, retention and attitude of learning descriptive statistics with the computer software. For this study, 60 students are randomly divided two groups, one is an experimental group using software, the other one is a control group using lecture type of learning statistics. For the analysis, both groups are divided three subgroups according to mathematical ability. Also the topic "descriptive statistics" is divided by 5 subtopics. The test is divided three parts(computation, concept and application) according to knowledge type. The attitude toward statistics is investgated with questionaire and interview with both groups. The achievement test is taken after 8 class periods. The retention test were administered together six weeks after achievement test. The experimental group achieved significantly better than in concept type while the control group performed significantly better than the experimental group in computation type. With respect to the attitude toward statistics, lower ability students may have been negatively affected by the use of software.

• Journal of Korean Elementary Science Education
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• v.20 no.2
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• pp.281-291
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• 2001

The purpose of this study was to identify the effect of mind map activity on scientific attitude and science achievement in elementary school science. The subjects of this study were fifth-grade students selected from two classes in elementary school located in Seoul. The subjects were classified into two groups: One group is composed of thirty-eight students(experimental group) who were participated in mind map activity, and the other is composed of thirty-five students(control group) who were participated in traditional teaching situation. Pretest showed that there were no significant differences between experimental and control group in scientific attitude and science achievement. The results were as follows: First, the experimental group showed a significant improvement in the post-test science achievement compared to the control group. Second, the experimental group showed insignificant improvement in the post-test scientific attitude compared to the control group. Third, female students and mid-ranking group showed a significant improvement in the post-test science achievement. Fourth, in sex and academic ranking, experimental group did not show significant difference in the post-test scientific attitude. In conclusion, mind map activity was more effective than traditional teaching situation on science achievement. But mind map activity was less uneffective than traditional teaching situation on scientific attitude.

• Journal of Korean language education
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• v.29 no.3
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• pp.55-82
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• 2018

The purpose of this study is to analyze Language Achievement tests of King Sejong Institute which have been carried out from 2014 to 2017. Language Achievement tests of King Sejong Institute has been developed since 2014, the test is operated in 99 institutes of 46 countries now (As of first half of 2017) When this study analyzes the result of evaluation for 4 years, it was found that the number of nations enforcing the evaluation, institutes and examinees has continued its growth. In the early stage of evaluation, the examinees from Asian regions take up majority but the recent proportion of European region is getting bigger gradually. In addition, only beginner level evaluation was carried out in the early stage but recently its range is expanded to the intermediate level. This Language Achievement tests of King Sejong Institute can be utilized very valuable data which can diagnose the present and future of oversea Korean language education. In order to elevate public confidence as Korean language achievement test, this study suggested, first, increase the feedback effect of evaluation, second, establish the learning history information of examinees along with the test scores, third, conduct the training for evaluator in order to increase the validity and reliability of the evaluation, fourth, seek to utilize the results of the achievement test.

• Korean Journal of Human Ecology
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• v.19 no.1
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• pp.27-38
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• 2010

The purposes of this study were to find out coping behavior to mathematics anxiety depending on grade, sex, mathematics achievement, and mathematics anxiety in elementary school students and to find out the variables influencing coping behavior to mathematics anxiety. 991 students (grade: 4, 5, 6) completed questionnaires about mathematics anxiety and coping behavior to mathematics anxiety. Their home room teachers completed scores of the mathematics achievement test of their students. Data were analyzed by F-test, t-test, correlation and step wise multiple regression. The results of this study were as follows. First, there were statistically significant differences in coping behavior to mathematics depending on grade, mathematics achievement and level of mathematics anxiety except for sex. Second, the level of mathematics anxiety was the most important factor in coping behavior to mathematics.

• International Journal of Computer Science & Network Security
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• v.21 no.12
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• pp.335-343
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• 2021

The study aimed to elucidate how to design a learning environment on the premise of micro-learning (ML) and investigate its impact on website designing skills and achievement motivation among secondary school students. Adopting the experimental approach, data were collected through an achievement test, a product evaluation form, and a test to gauge motivation for achievement. The sample was divided into two experimental groups. Results revealed statistically significant differences at 0.05≥α between the mean scores of the two groups that experienced ML, irrespective of the two modes of presenting the video in the pre-test and post-test, as for the test of websites design skills, product evaluation form, and achievement motivation test. Besides, there have been statistically significant differences at 0.05≥α between the mean scores of the first experimental group that had exposure to ML using the split-video presentation style and the scores of the second experimental group that underwent ML using continuous video presentation style in the post cognitive test of website design and management skills in favor of the group that had segmented-video-presentation ML. Another salient finding is the nonexistence of significant differences at 0.05≥α between the mean scores of the first experimental group that underwent segmented-video-presentation ML and the grades of the second experimental group that received ML with continuous video presentation style in the post-application of the product scorecard of websites designing skills and the motivation test. In light of these salient findings, the study recommended using ML in teaching computer courses at different educational stages in Saudi Arabia, training computer and information technology teachers to harness ML in their teaching and using ML in designing courses at all levels of education.

• The Journal of the Korea Contents Association
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• v.21 no.12
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• pp.182-189
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• 2021

A study was conducted to identify the general characteristics of some dental hygiene students and to identify the factors affecting the achievement goal orientation and academic achievement according to the teaching method selection for increase the academic achievement of the subject in the special education environment caused by the COVID-19. In the second semester of 2020, a survey was conducted on 122 students of G University's dental hygiene department located in Gwangju, and the general characteristics and achievement goal orientation were surveyed. Academic achievement has used the midterm and final exam scores and the collected data were analyzed using Kruskal-Wallis test, Mann-Whitney U test, Pearson's correlation test, Multiple Linear Regrission. According to the general characteristics, there was a significant difference in subject understanding, subject interest, and subject satisfaction, and learning satisfaction showed a strong correlation with the completion goal tendency. There was a significant difference in academic achievement according to the class choice, and the factor that influenced the academic achievement was the case that the teaching method was chosen face-to-face. Therefore, in order to improve learners' academic achievement, it is necessary to increase the proportion of face-to-face classes and to establish an effective lesson plan that can increase the degree of subject understanding, subject interest, and subject satisfaction.

• Human Ecology Research
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• v.58 no.2
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• pp.229-238
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• 2020

This study examined the effect of parental achievement-oriented expectation on high school students' depression and verified the mediating effect of peer relations on relations. Data were derived from the 7th wave (2016) of Korean Children and Youth Panel Survey (KCYPS), and 1,979 high school students were included. Descriptive statistics analysis, correlation analysis, multiple regression analysis, and a Sobel test were conducted using STATA. The main results were as follows. First, male adolescents perceived higher parental achievement-oriented expectation, lower peer relations, but lower depression than female adolescents. Second, parental achievement-oriented expectation was negatively related to adolescent peer relations but positively related to adolescent depression. This implies that adolescents whose parents have a higher level of achievement-oriented expectation have lower level of peer relations and higher level of depression. Third, adolescents' peer relations significantly mediated the relation between parental achievement-oriented expectation and high school students' depression. The result of Sobel test supported the significance of the mediating effect. The results highlighted a negative impact of parental achievement-oriented expectation on adolescents' mental health, and addressed how parental achievement-oriented expectation affects adolescents' depression by showing an important mechanism of peer relations, which was missed in previous research.

• Journal of Korean Elementary Science Education
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• v.23 no.3
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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.

• English Language & Literature Teaching
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• v.11 no.4
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• pp.21-47
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• 2005

The purpose of this study is to investigate the effectiveness of English vocabulary learning strategies such as definition-oriented/contextoriented/situated context-oriented vocabulary learning strategy according to the cognitive styles of learners and interaction effect on the achievement test score between the learners' cognitive style and vocabulary learning strategies. The results show that there is no significant difference in the achievement test scores between field-dependent learner group and field-independent learner group. And there is significant difference in the English vocabulary achievement test scores among three experimental treatment groups, definition-oriented, context-oriented, situated context-oriented vocabulary learning strategy groups. Finally, there is an interaction effect on the achievement test score between the learners' cognitive style and vocabulary learning strategies.