• Korean Journal of Child Studies
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• v.34 no.1
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• pp.123-140
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• 2013

The purpose of this study was to examine the effects of counting ability on young children's mathematical ability and mathematical learning potential. The subjects in this study were 75 young children of 4 & 5 years old who attended kindergartens and child care center in the city of B. They were evaluated in terms of counting ability, mathematical ability and mathematical learning potential(training and transfer) and the correlation between sub-factors and their relative influence on the partipants' mathematical ability was then analyzed. The findings of the study were as follows : First, there was a close correlation between the sub-factors of counting and those of mathematical ability. As a result of checking the relative influence of the sub-factors of counting on mathematical ability, reverse counting was revealed to have the largest impact on total mathematical ability scores and each sub-factors including algebra, number and calculation, geometry and measurement. Second, the results revealed a strong correlation between counting ability and mathematical learning ability. Regarding the size of the relative influence of the sub-factors of counting ability on training scores, reverse counting was found to be most influential, followed by continuous counting. While in relation to transfer scores, reverse counting was found to exert the greatest influence.

• Journal of Korean Elementary Science Education
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• v.34 no.4
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• pp.447-457
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• 2015

This study has attempted to find the teaching methods for the elementary students with low science achievement by examining the differences of science learning motivation, academic stress and stress coping styles and the characteristics shown in the relationship between them. To achieve this, the differences of science learning motivation, academic stress and stress coping styles of the elementary students with low science achievement and their relationship was set up as a study problem. A science learning motivation using a science learning motivation questionnaire reconfigured with PALS along with underachievers diagnosis were measured targeting 660 elementary students located in Seoul. Using an academic stress questionnaire and stress coping style questionnaire, an academic stress and stress coping styles were measured. The results of analyzing the collected data are as follows. First, a science learning motivation of elementary students with low science achievement was lower than the general students but the academic stress was shown higher. Especially, the self-efficacy of science learning motivation was significantly lower and the school stress was highest. For stress coping styles, a tendency of passive and avoidment coping styles were shown higher than the general students. Second, among the science learning motivation of elementary students with low science achievement, the self-efficacy motivation and school stress have shown a negative correlation but had a positive correlation with the goal-oriented motivation centered on ability. In the correlation between the science learning motivation of elementary students with low science achievement and the stress coping styles, the pursuit of social support coping styles have shown a significant positive correlation with the science learning motivation and its subcategories. As a result of conducting a regression analysis on the influence of academic stress and stress copying styles on the science learning motivation of elementary students with low science achievement, among the academic stresses, the school stress was shown to have the biggest influence. Among the stress coping styles, the pursuit of social support coping styles had the biggest influence on the science learning motivation followed by active coping behaviors, passive and avoidment coping behaviors. Low science learning motivation as underachievement factors of elementary students with low science achievement was identified as having a relationship with high school stress and undesirable stress copying styles. Therefore, guidance and a program are required for the elementary student with low science achievement to have desirable stress coping methods on the stressful situations. In addition, for the improvement of science learning motivation, a learning environment is needed for the elementary students with low science achievement with seeking of relevant educational methods.

• The Korean Journal of Community Living Science
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• v.28 no.1
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• pp.115-130
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• 2017

This study was conducted to examine the relationship between pre-service early childhood teacher's motivations of choosing a teaching profession, educational belief, and self-directed learning readiness. The sample included 308 early childhood education major students, and the data were collected using the Modified Orientation to Teach Survey (MOTS), Teaching-belief type scale, and self-directed learning readiness scale. A statistical analysis included correlation analysis and stepwise multiple regression analysis. The results were as follows: 1) analysis of the relationship between pre-service early childhood teacher's motivations of choosing a teaching profession, educational belief, and self-directed learning readiness conveys that intellectual stimulation and self-directed learning had the strongest relationships while nature of work had the weakest. For educational belief and self-directed learning readiness, maturationism and interactionism showed significantly positive correlations while behaviorism displayed a negative correlation. Behaviorism had a significantly negative correlation with openness for challenge, a sub-factor of self-directed learning. 2) Analysis of the effect of pre-service early childhood teacher's motivations of choosing a teaching profession and educational belief on self-directed learning readiness indicates that pre-service early childhood teacher's motivations of choosing a teaching profession had a stronger effect on self-directed learning. These results suggest the following: successful performance as an early childhood teacher not only requires receiving institutionalized education but also self-directed learning while working as an early childhood teacher.

• Journal of Korean society of Dental Hygiene
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• v.16 no.5
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• pp.687-693
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• 2016

Objectives: The purpose of the study was to investigate the influence of instructor trust on learning flow and academic achievement in dental hygiene students. Methods: A self-reported questionnaire was completed by 202 dental hygiene students in Gyeongnam from July to August, 2016. A five point Likert scale questionnaire consisted of intimacy (8 items), professionalism (8 items), teaching ability (5 items), and leadership (6 items). Measurement of learning flow was adapted and modified by Kim et al. Academic achievement was adapted and modified by Noe and Schmitt. Cronbach's ${\alpha}$ of learning flow was 0.77 and that of academic achievement was 0.78 in the study. Data wee analyzed by t-test, one way ANOVA, $Scheff{\acute{e}}$ test, and Pearson's correlation using SPSS 23.0 program. Results: The scores of instructor trust, learning flow, and academic achievement were 4.37, 3.46, and 3.23, respectively. Academic achievement had a close positive correlation with instructor trust (r=0.46, p<0.001) and learning flow (r=0.63, p<0.001). Instructor trust had a positive correlation with learning flow (r=0.50, p<0.001). Learning flow took mediating effects on instructor trust and academic achievement. Conclusions: The trust between students and instructors had a great influence on learning flow and academic achievement. So the instructor should try to make the students concentrate on learning.

• The Journal of Korean Association of Computer Education
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• v.22 no.5
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• pp.27-37
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• 2019

In this study, for the purpose of reflection level analysis of high school students in HW design learning which is based on online simulation, we carried out 5 lessons of HW learning and analyzed there reflection levels for 5 individual time of reflection content. The reflection level analysis results for each time of learning shows that the reflection level of the $3^{rd}$ time learning of D-Flip Flop is the highest score with 1.23. The correlation analysis result between the reflection contents presents that high positive correlation between learning content and task resolving method(r=.781, p<.01), and negative design correlation between task resolving method and alternative resolving method. The HW learning satisfaction survey result shows 4.2, and most of the participant students provided opinions that the HW design learning is required and current learning contents is a bit difficult to follow. We could recognize HW design learning is required to have composition of curriculum with basic and advanced contents, and on-off lines combined.

• The Journal of the Convergence on Culture Technology
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• v.9 no.1
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• pp.501-511
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• 2023

Purpose: The purpose of this study was to investigate relationship among self-directed learning, confidence of performance, clinical learning environment and Clinical Competency of nursing students. Methods: 178 nursing students participated. Data analysis was performed using descriptive statistics, t-test, ANOVA and pearson's correlation coefficients with IBM SPSS Statistics 21.0. Results: Mean score of self-directed learning, confidence of performance, clinical learning environment and clinical competency was 3.36, 3.42, 3.20 and 3.66 points. There was significant positive correlation among self-directed learning, confidence of performance, clinical learning environment and clinical competency. Conclusion: Therefore, in order to improve the clinical competency of nursing students, it is necessary to systematize core nursing skills education and continuously improve the clinical learning environment through close industry-academia cooperation and relationship.

• Journal of the Korea Society of Computer and Information
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• v.16 no.8
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• pp.39-47
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• 2011

Ergezinger's method, one of the layer-by-layer algorithms used for multilyer perceptrons, consists of an output node and can make premature saturations in the output's weight because of using linear least squared method in the output layer. These saturations are obstacles to learning time and covergence. Therefore, this paper expands Ergezinger's method to be able to use an output vector instead of an output node and introduces a learning rate to improve learning time and convergence. The learning rate is a variable rate that reflects the correlation coefficient between new weight and previous weight while updating hidden's weight. To compare the proposed method with Ergezinger's method, we tested iris recognition and nonlinear approximation. It was found that the proposed method showed better results than Ergezinger's method in learning convergence. In the CPU time considering correlation coefficient computation, the proposed method saved about 35% time than the previous method.

• Journal of Convergence for Information Technology
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• v.9 no.2
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• pp.49-54
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• 2019

University education emphasizes the development of convergent as well as computational thinking, many universities provide software education to improve their problem-solving ability. In this study, we use Python programming based on problem-solving learning, and analyze the correlation between problem-solving learning satisfaction and academic achievement. A questionnaire survey was conducted among 143 students, we tried to analyze the relationship of problem-solving learning with actual academic performance using correlation and multiple regression analysis. The results indicate a relationship between satisfaction and academic achievement, and that it affects students' academic achievement. The ability to identify various problem situations and solve problems using computational thinking will become increasingly important, it is desirable that the universities provide software education based on problem-solving learning.

• Asia-pacific Journal of Multimedia Services Convergent with Art, Humanities, and Sociology
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• v.7 no.3
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• pp.361-370
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• 2017

In this paper, correlation analysis was performed between questionnaire and machine learning based aggressive tendency measurements. this study is part of a aggressive driver detection using machine learning and questionnaire. To collect two types tendency from questionnaire and measurements system, we constructed experiments environments and acquired the data from 30 drivers. In experiment, the machine learning based aggressive tendency measurements system was designed using a driver behavior detection model. And the model was constructed using accelerate and brake position data and hidden markov model method through supervised learning. We performed a correlation analysis between two types tendency using Pearson method. The result was represented to high correlation. The results will be utilize for fusing questionnaire and machine learning. Furthermore, It is verified that the machine learning based aggressive tendency is unique to each driver. The aggressive tendency of driver will be utilized as measurements for advanced driver assistance system such as attention assist, driver identification and anti-theft system.

• Journal of Technologic Dentistry
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• v.44 no.4
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• pp.132-143
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• 2022

Purpose: The study aims to analyze differences in the satisfaction level of dental technology students regarding in-person and online classes. It also aims to provide fundamental resources for the improvement of major subject class methods that will improve students' self-directed learning abilities, thereby affecting their class satisfaction. Methods: In this study, a self-administered questionnaire was conducted from November 8 to November 30, 2021, for 256 dental technology students. The collected data were analyzed using the IBM SPSS Statistics ver. 21.0 statistical program. Frequency and percentage, mean, standard deviation, t-test, ANOVA, post-hoc test, correlation analysis, and linear regression analysis were performed to analyze the data. Results: In the self-directed learning abilities, the attitude of the learners was shown to have the highest positive (+) correlation in both in-person and online classes, with a statistically significant effect (p<0.001) on class satisfaction in major subject classes. Moreover, the explanatory power of the model was 52.2% and 39.7%, respectively. Conclusion: We concluded from the study that there is a need for professors to improve teaching methods to increase learners' self-directed learning competence, through problem-based learning, discussion learning, team-based collaborative learning, and mentor-mentee learning, thereby enabling learners to lead classes themselves.