• Title/Summary/Keyword: learning ability

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A Study on Grade Differences in the Effect of Reading Methods on the Self-Directed Learning Ability of the Children (학년별 독서방식이 어린이의 자기주도적 학습능력에 미치는 영향에 관한 연구)

  • Cho, Mi-Ah
    • Journal of the Korean Society for Library and Information Science
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    • v.41 no.4
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    • pp.251-271
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    • 2007
  • The purpose of this study is to investigate grade differences in the effect of reading methods - "oral reading" "silent reading", "intensive reading", "extensive reading" "thorough reading", "selective reading" - influences on the self-directed learning ability. The data were collected by using 12 classes of 2nd, 4th, 6th-grade, 286 children of an elementary school. The influences according to reading methods on the self-directed learning ability were surveyed through the self-directed learning ability test and through questionnaire. Out of reading methods, "intensive reading" had significant influence on the self-directed learning ability Out of reading methods of 4th and 6th-grade children, "intensive reading" had the most influence on the self-directed learning ability. However. out of reading methods of 2nd-grade children "thorough reading" had most influence on the self-directed learning ability.

Effects of Academic Engagement and Negative Psychological Tendency on Self-Directed Learning Ability among Undergraduate Students (대학생의 부정적 심리성향과 학업열의가 자기주도적 학습능력에 미치는 영향)

  • An, Minjeong;Nho, Juyeon;Jang, Hye Joo;Choi, Juhye;Han, Doheon;Han, Sujin;Song, Chi Eun;Hwang, Yoon Young
    • Journal of the Korean Society of School Health
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    • v.32 no.2
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    • pp.67-76
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    • 2019
  • Purpose: The purpose of this study was to explore self-directed learning ability and its affecting factors among undergraduate students. Methods: A descriptive cross-sectional study design was used. Using a convenience sampling method, data were collected from 196 undergraduate students enrolled in one national university. Negative psychological tendency (i.e. Type D personality), academic engagement, and self-directed learning ability were assessed using a structured questionnaire. Data were analyzed by descriptive statistics, t-test, and analysis of covariance, Pearson's correlation coefficients, and stepwise multiple linear regression, using SPSS/WIN 23.0 program. Results: The mean age of the students was $21.61{\pm}2.40years$ and 56.6% were male students. Approximately, one third (n=67, 34.2%) of the students had Type D personality. The average scores of academic engagement and self-directed learning ability were $3.01{\pm}1.14$ and $3.46{\pm}0.50$, respectively. After controlling for sociodemographic variables, the Type D personality and academic engagement were significant predictors of self-directed learning ability (${\beta}=.64$, p<.001; ${\beta}=-.13$, p=.021, respectively). This model explained 53.6% of the variance in self-directed learning ability. Conclusion: The study identified that Type D personality and academic engagement affect self-directed learning ability of undergraduate students, one in a negative way, the other in a positive way. Educators and educational policy makers need to make efforts to include interventions and strategies that increase academic engagement and change negative psychological dispositions such as D-type personality in the undergraduate education curriculum.

Perception on Learning Ability Improvement of Practical Arts and Technology·Home Economics Subject Underachievement Student in School Levels and Family Form (실과(기술·가정) 학습부진학생 학습능력향상에 대한 학교급 및 가족유형별 인식)

  • Hahm, Seung-Yeon
    • Journal of Fisheries and Marine Sciences Education
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    • v.23 no.4
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    • pp.648-661
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    • 2011
  • The purpose of this study was to examine the school parent and student's perception of Practical Arts and Technology Home Economics and to suggest plan to school parent of multicultural and learning disability families. The subjects of this study were elementary and secondary teachers who teaching Practical Arts or Technology Home Economics. The instrument of this study was questionnaire including five sections: influence on students by Practical Arts and Technology Home Economics, interest in Practical Arts and Technology Home Economics to school parents, school support with learning ability improvement, school parents support with home in Practical Arts and Technology Home Economics, data form of school parents support with home in Practical Arts and Technology Home Economics. The findings of this study were as follows; Sociality development of students is influential by Practical Arts and Technology Home Economics. School parents and students believe important subjects in Practical Arts and Technology Home Economics. Teachers ask for support with learning ability improvement for practical training space and programs in Practical Arts and Technology Home Economics. School parents ask for support with learning ability improvement of programs of teaching learning method for home education on Practical Arts and Technology Home Economics.

Effects of Simulation-based Learning on Stress, Problem Solving Ability, Self-Efficacy, and Resilience of College Nursing Students

  • Kyoungrim, Kang;Sang-Hwa, Lee;Dong-Hee, Kim;Kyo-Yeon, Park
    • International Journal of Advanced Culture Technology
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    • v.10 no.4
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    • pp.8-18
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    • 2022
  • Objectives: The objective of this study was to explore the effects of the simulation-based learning program on stress, problem-solving ability, self-efficacy, and resilience of final-year nursing students in a college in South Korea. Methods: The design of the study was a one-group pretest-posttest. The participants of this study were final-year nursing students in 2018. A total of 105 students completed it. The intervention was an 8-week simulation-based practice course. The primary and secondary outcome measures were baseline and follow-up questionnaires regarding demographic factors, stress, problem-solving ability, self-efficacy, and resilience. Results: Problem-solving ability (t=6.567, p<.001), self-efficacy in four situations (p<.001) and resilience (t=2.352, p=.021) increased after simulation-based learning than before learning. Stress also increased after simulation-based learning compared to before learning (t=5.960, p<.001). The level of stress, self-efficacy, and resilience were mainly related to participants' satisfaction with their clinical placement, and interpersonal relationships (p<.05). Conclusions: Simulation-based learning is expected to improve nursing students' problem-solving ability, self-efficacy, and resilience. This can lead to induce learning motivation of nursing students, improve their coping strategies for solving problems, and ultimately provide high-quality care.

Development and Application of a Smart Learning System based on Problem-solving Strategies for Children with Learning Disabilities (학습장애학생을 위한 문제해결기반 스마트러닝 시스템의 개발 및 적용)

  • Jang, Han;Jun, Woochun
    • Journal of the Korea Institute of Information and Communication Engineering
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    • v.19 no.2
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    • pp.463-470
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    • 2015
  • The purpose of this thesis is to develop and implement a smart learning system based on problem-solving strategy for children with learning disabilities. The proposed system is developed to increase general study ability and problem-solving ability of children with learning disabilities. The proposed system has the following characteristics. First, the general study ability and problem-solving ability can be increased by adopting problem-solving strategy. Second, both smart application and SNS can be used in the proposed system. Third, study self-efficacy can be increased by adopting step-by-step learning. The following results are obtained after applying the proposed system to some children with learning disabilities. First, their general study ability is increased. Second, their problem-solving ability is increased. Third, confidence in self-efficacy, sense of accomplishment, and self-confidence in study are improved. In additions, utilization ability in information and information equipment is also increased.

Design and Development of Convergence Education Programs for Expansion of Learning Ability in the 21st Century (21세기 학습 능력 신장을 위한 융합교육 프로그램 설계 및 개발)

  • Jeong, Jae-Hoon;Lee, Tae-Wuk
    • Journal of the Korea Society of Computer and Information
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    • v.18 no.8
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    • pp.167-174
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    • 2013
  • The objectives of this study are to investigate core learning ability necessary for the 21st century and to develop core human resources required for social and national development in the future. The '21st Century Learning Ability Project' is to approach the existing knowledge and learning multidisciplinary and interactively based on the learning ability of each learner and individually and socially valuable themes. Even in Korea, a variety of intersubject integrative educational curriculum was attempted to cultivate learning ability. However, there are not enough teachers who can teach the differences between the content and characteristics for each subject by fully understanding them. Thus, it is difficult to apply them easily to the field of education. Thus, this study develops the multidisciplinary customized educational curriculum in order to develop the learning ability necessary for the 21st century, analyzes the reality of the educational curriculum integrating the academic knowledge in order to support this effectively. As a result, this study offers the interdisciplinary customized integrated model applicable to elementary and middle schools.

The Mediating Effect of Self-Determined Motivations on Relation between Class Climate Perceived by Middle School Students and Self-Regulated Learning Ability (중학생이 지각한 학급풍토와 자기조절학습능력과의 관계에서 자기결정성동기의 매개효과)

  • Kim, Yoo-Lee
    • The Journal of the Korea Contents Association
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    • v.19 no.6
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    • pp.605-619
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    • 2019
  • This study aimed to examine the mediating roles of self-determined motivations on the effect of class climate perceived by middle school students on self-regulated learning ablility. For this purpose, a total of 589 students were selected as subjects in this research. Structural equation modeling was conducted so as to verify the relationship among all the variables. As a results, first, the perceived autonomous class climate had a direct effect on self-regulated learning ability and an indirect effect on self-regulated learning ability through the mediation effect of identified regulation. Second, the perceived controlled class climate had a direct effect on self-regulated learning ability and an indirect effect on self-regulated learning ability through the mediation effect of identified regulation, introjected regulation, and external regulation. This study implies that facilitating autonomous engagement in learning activities will be a effective educational intervention to improve self-regulated learning ability.

Relationships among Self-Directed Learning Ability, Science Teaching Efficacy Beliefs, and Other Background Variables of Elementary School Teachers (초등학교 교사의 자기주도 학습력과 과학 교수 효능감 및 기타 배경 변인들의 관계)

  • 강석진;김보경;노태희
    • Journal of Korean Elementary Science Education
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    • v.23 no.4
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    • pp.326-331
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    • 2004
  • In this study, the relationships among self-directed learning ability, science teaching efficacy beliefs (personal science teaching efficacy and science teaching outcome expectation), life satisfaction, job satisfaction, and other background variables of elementary school teachers were investigated. A survey was administered to 234 teachers from 25 elementary schools in Jeonju. It was found that self-directed learning ability of the teachers was significantly correlated with their personal science teaching efficacy, science teaching outcome expectation, life satisfaction, job satisfaction, and age. A stepwise multiple regression analysis revealed that personal science teaching efficacy, life satisfaction, science teaching outcome expectation, and age were the significant predictors on their self-directed learning ability.

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Influence of learning motivation, communication skill, academic self-efficacy on self-directed learning ability in nursing students (간호학생의 학습동기, 의사소통능력, 학업적 자기효능감이 자기주도학습능력에 미치는 영향)

  • Oh, Hyo-Sook
    • Journal of Digital Convergence
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    • v.15 no.8
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    • pp.311-321
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    • 2017
  • This study was conducted to investigate learning motivation, communication skill, academic self-efficacy which influence self-directed learning ability in nursing students. A total of 194 second year students were recruited from nursing department in Gwangju. Structured questionnaire was self-administrated from November 2 to 30, 2015. In self-directed learning ability, there were significant differences in gender, personality disposition, applied motivation, satisfaction on major, satisfaction of campus life, and school grade. In multiple regression analysis, learning motivation, communication skill, academic self-efficacy, satisfaction on major and school grade were significant factors of self-directed learning ability explaining 53.1% of the variables. In conclusion, to enhance self-directed learning ability for nursing students, it is necessary to develop program and curriculum for increasing learning motivation, communication skill, and academic self-efficacy.

Relationship of Learning Motivation, Self-Directed Learning Ability and Problem Solving Process of Nursing Students after Practice Evaluation of Fundamentals of Nursing Course using Role Play (역할극 활용 기본간호학 실습 교육평가방법에 대한 간호학생의 학습동기, 자기주도적 학습능력 및 문제해결과정과의 관계)

  • Kim, Young-Hee;Lee, Young-Mee
    • Journal of the Korea Academia-Industrial cooperation Society
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    • v.13 no.1
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    • pp.147-155
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    • 2012
  • This study was to investigate the understand learning motivation, self-directed learning ability and problem solving process of fundamentals of nursing course using role play in evaluating the course. The subjects were 289 nursing students in year 1 in J college taking fundamental nursing practice course from Nov. 22 to Dec. 10. 2010. After setting hospital context and preparing scenario with patient and nurse roles, the evaluation of fundamentals of nursing practice was performed. For learning motivation and self-directed learning ability, there were significant differences by application motivation, a group intending further study and a group positive in role play evaluation. For problem solving process, there were significant differences in male group and a group positive in role play evaluation. Learning motivation had significant positive correlation between self-directed learning ability and between self-directed learning ability and problem solving process. This evaluation had correlation between learning motivation, self-directed learning ability and problem solving process.