• Educational Technology International
• /
• 제19권1호
• /
• pp.93-122
• /
• 2018

It is crucial to understand the characteristics of learner questioning due to the effects it has on learning. This study focuses on the effects of middle school students questioning on their academic achievement in an online inquiry learning environment. A survey of 827 middle school students was conducted; the students took part in an online math and science program offered by a center for the gifted. Throughout the survey, learner questioning was analyzed, and its correlation with academic achievement was investigated. An analysis was based on questioning categories of a low- and high-level questions from previous studies. Through the survey, it was found that the number of learner questions asked in the online environment was small, but the number of low- and high-level questions were almost equal. Secondly, the higher the academic achievement level of the student, the higher the possibility they would ask either low- or high-level questions. Lastly the group of students in both low- and high-levels of questioning earned the highest average scores on formative evaluations and inquiry tasks. This indicates that regardless of the level of questions, the act of questioning itself is highly related to the academic achievement. However, in the case of advanced learning projects, the quality of questioning and high-level questioning affected the academic achievement of students. Based on these results, implications for the encouragement of learner questioning and support for asking high-level question are suggested.

• 대한지구과학교육학회지
• /
• 제2권1호
• /
• pp.48-54
• /
• 2009

This study aims to find out any effect of a POE model in the earth science unit of middle school(POE: prediction-observation-explanation). So this report compared and analyzed the effect that POE class and teacher-oriented class have on the level of learner science process skill and science academic achievement. Two groups, which were composed of 66 students and 64 students of middle school 2rd grade in Gyeongsangnamdo for this study, respectively, were selected as an experimental group and a comparative group. Through the pretest, the level of learner science process skill and science academic achievement were investigated. And learner science process skill and science academic achievement was verified with t-test. The findings of the study are as follows: First, as a result of analyzing the pre-test and the post-test for finding out the effect of class offering the POE model on learner science process skill, the class offering the POE model was shown effective for improving learner science process skill. However, the POE class was found significantly effective for improving the sub-factors of operationally defining, designing investigations, graphing and interpreting data, but not effective for identifying and stating hypothesis, identifying variables. Second, as a result of analyzing the pre-test and the post-test for finding out the effect of class offering the POE model on learner science academic achievement the class offering the POE model was shown effective for learner science academic achievement.

• 인터넷정보학회논문지
• /
• 제18권1호
• /
• pp.131-141
• /
• 2017

본 연구는 대학 이러닝에서 학습자-교수자, 학습자-콘텐츠, 학습자-시스템간의 상호작용이 학습자들이 인지하는 수업만족도 및 학업성취도와 어떤 관련을 갖는지 분석하고자 하였다. 이를 위해 경기도 소재 대규모 대학의 이러닝 강좌 중 학습자-교수자 상호작용이 있었던 수업과 없었던 수업에 참여한 학생 184명을 대상으로 설문조사를 실시하였다. 연구 결과 학습자-교수자와의 상호작용이 있었던 수업에서 학습자-콘텐츠, 학습자-시스템간의 상호작용도 많이 있었고, 상호작용과 수업만족도, 학업성취도 요인간의 상관관계 분석에서는 모두 유의한 관계가 있었다. 수업만족도와 학업성취도 모두 학습자-콘텐츠 상호작용의 영향력이 가장 컸으며, 수업만족도에는 시스템과의 상호작용이, 학업성취도에는 교수자와의 상호작용이 그 다음으로 영향력을 미쳤다. 이러한 연구 결과를 토대로 첫째, 학습자들은 이러닝에서 학습을 혼자 콘텐츠를 이해하는 것으로 인식하고 있기 때문에 질 좋은 교육콘텐츠의 개발지원 및 수업에서의 제공방식에 대한 논의가 필요하며, 둘째, 학습자-교수자 상호작용의 활성화를 위해 교수자 대상의 워크숍 및 교육지원이 필요하다는 것과 셋째, 본 연구에서는 발견되지 않은 학습자간 상호작용도 수업만족도 및 학업성취도에 매우 중요한 상호작용 유형으로, 이를 활성화시킬 수 있는 방안에 대한 논의도 필요함을 제안하였다.

• 컴퓨터교육학회논문지
• /
• 제7권2호
• /
• pp.47-56
• /
• 2004

이 연구는 정보통신기술을 활용한 교수 학습 환경에서 학습자 특성이 학업성취도에 미치는 영향을 알아보기 위해 수행되었다. 연구 대상은 대전광역시 교육청 관내 중학교 2학년 140명이었다. 학습자들에게 ICT를 활용한 교수 학습 활동을 전개하였다. 이 연구에 사용된 측정도구는 학습양식검사, 자아개념검사, 인지양식검사, 학업성취도검사가 사용되었다. 자료분석은 SPSS Ver. 11.0 통계패키지를 이용하여 연구문제에 따라 피어슨의 적률상관분석, 중다회귀분석, t검증을 실시하였다. 연구결과로는 첫째, ICT 교수 학습 환경에서 학습자의 인지양식 중 정서적 사회적요인과 학업성취도는 관계가 있었다. 둘째, ICT 교수 학습 환경에서 학습자의 학업적 자아개념과 학성성취도와는 관계가 있었다. 셋째, ICT 교수-학습 환경에서 학습자의 인지양식에 따라 학업성취도는 차이가 있었다.

• International Journal of Advanced Culture Technology
• /
• 제10권2호
• /
• pp.162-173
• /
• 2022

In non-face-to-face teaching-learning, a survey was conducted on 55 students in the department of chemistry education at university A on the variables (behavioral control, instructor-learner interaction, cognitive learning) affecting learning satisfaction and academic achievement. There were relatively large positive correlations between variables. The positive correlation between them was found to be the factors that influenced learning satisfaction and academic achievement in non-face-to-face teaching-learning. The average values of non-face-to-face teaching-learning for each variable were lower than the corresponding values of face-to-face teaching-learning, respectively. As a result of the perception survey on the detailed factors of each variable, negative responses were relatively high in factors such as 'concentration of behavior' in behavioral control, 'level-considered explanation' in instructor-learner interaction, and 'knowledge understanding' in cognitive learning.

• 영어어문교육
• /
• 제13권3호
• /
• pp.227-251
• /
• 2007

The development and use of computer mediated communications (CMC) as a tool for teaching and learning English has grown considerably in recent years. The purpose of this study is to investigate factors related to learners' participation, achievement, and satisfaction in EFL classes using web-based bulletin boards. The total number of 77 university students participated in this study. Three domains and eight independent variables investigated in this study were a learner-related domain (attitudes toward CMC, intrinsic motivation, extrinsic motivation, attitudes toward writing), an interaction-related domain (student-student interaction, teacher-student interaction), and an environmental domain (physical support and design of the web site). In order to determine interrelation of variables correlation analysis and multiple regression analysis were used. The results of this study showed that the factors predicting a learner's participation were instrumental motivation, attitudes toward writing, and teacher-student interaction. The factors explaining a learner's achievement were learner's participation and attitudes toward writing, and the factors predicting a learner's satisfaction were integrative motivation, student-student interaction, teacher-student interaction, physical support and learner's participation.

• 농촌지도와개발
• /
• 제8권1호
• /
• pp.25-40
• /
• 2001

The purposes of the study were to identify satisfaction and achievement of learning by female learner's characteristics, and to suggest measures to improve quality of education in internet education programs. In order to determine the educational effectiveness associated with the characteristics of learners, this study attempted to employ two way approaches by observing the degree of achievement for learning, which represents an instructor-oriented approach, and the degree of satisfaction for education, which represents a learner-oriented approach to enhance the quality of internet education for female learners. As an approach to evaluate the educational effectiveness, the degree of achievement in learning(Tyler's classical approach), and the degree of satisfaction for education (Scriven's consumer-oriented evaluation model) were utilized. A survey form was developed by the researcher after reviewing the various tools originated from Boshier, Cross, Gagne and Choi, and distributed to a panel of judges that examined the content validity of the instrument. The sample for the study consisted of 160 female learners from three universities in Seoul and capital area, and the survey form was used to collect data for this study. The SPSS WIN program was used in analyzing the data and a series of statistical tests were conducted including frequency, percentile, t-test, ANOVA, correlation, multiple regression, and factor analysis. The statistical significance level was 0.05. The following conclusion were drawn from this study of female internet education. First, it was evident that female internet learners tend to utilize information from internet, and this can be interpreted as participants' positive attitude, and voluntary participation. Second, educational facilities and services should be improved in the future, because the level of satisfaction was low in these areas compared to curriculum and educational methodology. Third, the participating factors influenced by the level of satisfaction for education of learner characteristics were the 'formation of inter-personal relationship and willingness to change' and the 'needs for education on internet', thus appeared that both social and educational needs influenced the level of satisfaction for education. Fourth, the degree of achievement in learning was higher in the order of 1) attitude 2) function 3) knowledge, thus, attitude change was the most important in achievement of learning. Fifth, the individual background that influenced the level of achievement in learning were age and educational experience. As for the individual level of achievement for learning, the younger and more educated group were more satisfied.

• 한국과학교육학회지
• /
• 제11권1호
• /
• pp.37-50
• /
• 1991

The CAI (Computer-Assisted Instruction) system for science teaching has been increasing both in quantity and in quality during the last two decades. However, science learning by computer has not played a leading role in the science teaching process. Therefore, the purpose of this study was to analyze the effectiveness of tutorial CAI programs according to the learner's characteristics such as sex, inquiry skills, attitudes toward science subject, logical thinking skills, achievement motivation, science content achievement in science teaching. One group pretest-posttest design was used as an experimental design. The three tutorial science CAI programs were used for thirty males and females selected in grade eight. According to the analysis of CAI achievement scores the female students showed significantly higher (P<0.05) than the male students. Also, one-way analysis of variance was used to investigate the effects of interaction between sex and achievement motivation. The significant difference on the effects of interaction between sex and achievement motivation has not found. The effects of tutorial CAI between logical thinking skills, attitudes toward science subject, inquiry skills, achievement motivation, science content achievement according to upper and lower levels were investigated by using the statistical analysis of one-way ANOVA. The results indicate that tutorial CAI might provides a good opportunities for the improvement of science achievement to the lower level students of attitudes toward science subject, inquiry skills, science content achievement.

• 한국초등과학교육학회지:초등과학교육
• /
• 제20권1호
• /
• pp.1-7
• /
• 2001

The purpose of this study is to examine the learner's variables affecting on scientific thinking and scientific process skills. To study this purpose, through the procedure study, the learner's variables were divided into cognitive variable, ego variable, and affective variable, then the questionaire survey through the reconstruction of standardization instrument was made over 120 elementary school fifth grade student in Seoul, Anyang, and Pajoo. The results of this study were as follows: 1) The learner's variables affecting on scientific thinking were cognitive variable and for female students, also affect affective variable. The subordinated catagories of statistically significant degree of explanation were achievement motivation, cognitive level, and cognitive style and another statistically significant correlation were meta-cognition, self regulated learning, self efficacy, and muliple intelligence. 2) The learner's variables affecting on science process skills were cognitive variable and affective variable. And the subordinated catagories of statistically significant degree of explanation were achievement motivation, and cognitive level. And another statistically significant correlation were meta-cognition, self regulated loaming, self efficacy, multiple intelligence, and attribution.

• 한국수학교육학회지시리즈C:초등수학교육
• /
• 제24권1호
• /
• pp.43-69
• /
• 2021

본 연구의 목적은 구성주의를 기반으로 한 학습자 중심수학 수업이 학생들의 학업성취도(실험처치 중 학습한 내용에 대한 재생능력과 실험처치 중 학습하지 않은 내용에 대한 생성능력) 및 추론 능력에 미치는 영향을 알아보는데 있다. 이와 같은 연구 목적을 달성하기 위해서 4학년 분수단원과 다각형 단원을 학습자 중심 수학 수업에 적합한 수업자료와 교수학습 방법을 적용하였다. 본 연구로부터 얻은 결론은 다음과 같다. 첫째, 학습자 중심 수학 수업은 학생들의 학업성취도에 긍정적인 영향을 준다. 둘째, 특히 학습자 중심 수학 수업은 학습 능력이 낮은 학생들에게 긍정적인 영향을 미친다. 셋째, 학습자 중심 수업을 거듭 할수록 학생들의 추론 능력 함양에 긍정적인 영향을 준다. 넷째, 학생들의 추론능력의 함양과 학업성취도의 향상은 서로 긍정적인 영향을 미친다.