• 대한가정학회지
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• 제43권1호
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• pp.225-241
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• 2005

The purpose of this study was to investigate the influence of teacher-directed and learner-directed ICT instructions on the learning achievement of Home Economics and resource management behavior according to self efficacy of learning. The subjects of this study were students, selected from the second grade of D Middle school in Daegu, who were divided into three groups - the traditional instruction, teacher-directed ICT instruction, and learner-directed ICT instruction groups. The students were decided into three groups by their self efficacy of learning level. The experimental instructions were performed, and the learning achievement and resource management behavior estimated using test sheets. The data were processed using two-way ANCOVA and Scheff tests for post-hoc analyses. The results were as follows: First, there was a significant difference in the influence of the ICT instruction on the learning achievement of home economics according to self efficacy of learning. Second, there was a significant difference in the influence of the ICT instruction on the resource management behavior according to self-efficacy of learning.

• 컴퓨터교육학회논문지
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• 제12권1호
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• pp.15-22
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• 2009

컴퓨터 프로그래밍 언어 학습은 프로그래밍과 디버깅 과정을 통해 컴퓨터 작동원리를 이해할 수 있을 뿐만 아니라, 논리적 사고력, 문제해결력과 같은 고차원적 사고능력을 함양시켜주는 교육적 효과가 있다. 본 연구에서는 프로그래밍 언어 학습에서 학습자들의 내재적인 학습 동기를 유발하고 학습을 지속시키기 위한 방안으로 몰입이론을 적용하였다. 이를 위해 몰입의 구성 요소를 적요한 교수 학습 전략들을 개발한 후, 이것을 WBI로 설계, 구현하였다. 또한, 구현된 WBI를 실제 교수-학습 현장에 적용하여, 학습자의 몰입수준 변화와 학업성취도에 미치는 효과에 대해 검증하였다. 그 결과 몰입이론을 적용한 WBI 학습이 학습 목표의식과 도전감, 구체적인 피드백을 이루어 몰입 수준 향상에 효과적이었으며, 몰입 경험이 학습 결과에 긍정적인 영향을 끼쳐 학업성취도(프로그래밍 능력)의 향상에 효과적이었다.

• 한국과학교육학회지
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• 제24권5호
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• pp.843-850
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• 2004

이 연구에서는 과제 지향 보상 협동학습에서 소집단 활동 점검 과정이 학업 성취도, 학습 동기, 과학 수업에 대한 태도에 미치는 영향에 대하여 조사하였다. 서울에 있는 중학교 2학년 58명을 처치 집단과 비교 집단으로 무선 할당한 후, "혼합물의 분리" 단원에 대하여 8차시 동안 수업하였다. 처치 집단에는 소집단 활동 점검 과정이 있는 과제 지향 보상 협동학습(GCL)을 실시하였고, 비교 집단에는 소집단 활동 점검 과정이 없는 과제 지향 보상 협동 학습(CL)을 실시하였다. 연구 결과 학업 성취도와 과학 수업에 대한 태도에서 수업 처치와 사전 성취 수준 사이에 상호작용 효과가 있었다. 상위 수준 학생들은 GCL 집단에서 학업 성취도와 태도에서 더 높은 점수를 받았으며, 하위 수준 학생들은 CL 집단에서 성취도와 태도에서 더 높은 점수를 나타냈다.

• 대한수학교육학회지:학교수학
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• 제2권2호
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• pp.475-487
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• 2000

As a result of carrying out t-test against the learning activity that used the learning materials designed by level, significant disparity was found. Thus, it was found that hte effect of this learning activity became more visible with lapse of time. But the major cause by which there appeared small significant disparity as a result of testing is that the units of experiment were limited and that the period of using the learning materials was not long. In an analysis on the results of interest test, the experimental class also appeared to show the average score that was higher than that of the comparative class by 0.10 after converting a decimal point. The outcome of attitude test was that the experimental class showed a higher average score by 0.11, as a result of converting a decimal point, than that of the comparative class. So, a large number of students showed an improved reaction. But, there seemed some problems of the learning materials or the method of progressing the activity in changing under achievement students or students who avoided studying math. When the effect of the level-based learning activity was investigated, more than 80% of the experimental class’s students showed a positive reaction. Thus, it could be judged that students, who felt some burden at studying math, might be served more largely, not by teacher’s uniform instruction, but by an individual learning using the level-based learning materials that enabled them to do a systematic self-learning for themselves.

• 수산해양교육연구
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• 제29권3호
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• pp.799-810
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• 2017

In this study, to raise the scientific literacy for students, the teaching and learning program was developed by applying the Circle Map. The purpose of this study was to find out the Effect of Elementary Science Teaching Program with Circle Map on Learning Motive and Learning Achievement. To this end, the 6th grade classroom of A-elementary school located in Jeju-city was selected the experimental group (25 patients). And the other 6th grade classroom in the same school was selected to the comparative group (25 patients). The experimental group was conducted applying the Circle Map. Comparison group has been conducted lesson program in accordance with the general science class teacher guide. Was through a pre-test of science learning motivation and academic achievement level can be assumed in the same group. After completing the experimental treatment by conducting a post-mortem examination was statistically validated. In this study, the following conclusions were obtained. First, elementary science class which applied Circle Map had the effect of to improve the scientific motivation(p <.05). In particular, association in the experimental group were higher than the scores of the comparative group, the difference was significant. Second, the Circle Map applied to elementary science class had a significant effect on improving science achievement. The experimental group which applied Circle Map was higher than the comparative group in science achievement post-test comparison. Between the groups showed a significant difference between the two groups(p <.05). The above findings, Elementary science class which applied Circle Map can be concluded to be effective in science and science achievement motivation. Therefore, applying the Circle Map of elementary science class could be useful in science teaching and learning methods. In addition, when it is determined through the previous study, applying the Circle Map classes will be able to derive a meaningful learning also subjected to a number of fields and areas.

• 한국학교수학회논문집
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• 제2권1호
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• pp.15-30
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• 1999

For the purpose of turning learners' locus of control into internal-controllable variables, counseling materials were developed, and attribution counseling was given. The counseling effects were practically confirmed by way of teaching and evaluation in the actual classes, and furthermore the efforts to provide learners with successful experiences in learning were repeatedly made. As a result, the conclusions are as follows: 1. The procedure of Individual counseling for learning attribution based on individual standard grades and data of the variable order of merit apparently shows learners that if learners are to try their best in learning, they will surely go far in terms of learning in the near future. 2. The procedure of Individual counseling for teaming attribution based on achievement distribution in individual behavior-oriented fields suggests to learners that how to learn is as important as how much effort they make. Surely enough, learners are required to make more effective and efficient efforts, considering their own learning abilities. 3. With the above 1, 2 procedures involved, learners have attributed locus of causality in achievement to their internal-controllable causes. 4. With preparatory assignments according to learner's abilities provided, even slower learners came to be assured that their constant efforts could give rise to success in learning achievement. 5. Above all, it was confirmed that the learners' struggling attitude might well have a significant correlation with achievement success. The learners who are willing to attribute locus of causality in achievement to their internal-controllable causes or strenuous efforts and intrinsic motivation tend to be convinced that they can address themselves to whatever faces them, so they can set up specific learning goals fit for their abilities. Accordingly, they will bit by bit acquire successful experiences (often called 'Aha' experiences) and in turn, feeling the senses of self-efficacy and self-esteem enough to push their efforts even further, they can grow to form a positive self-concept. With one successful experience after another fed back into learners, they are gradually motivated to bring the oncoming achievement expectation to a higher level. To conclude, it is necessary that instruction leading to internal-controllable attribution should be provided, inducing learners to recognize success and failure in learning achievement as a result of their strenuous efforts.

• 공학교육연구
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• 제21권1호
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• pp.37-43
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• 2018

The purpose of this study is to investigate the effects of peer tutoring and feedback on academic learning in university mathematics. We compared subject satisfaction and academic achievement between the test group and the control group. We classified the test group(82 participants) and the control group(134 non-participants) and then applied peer tutoring and feedback to the test group. The rest of the environment was the same except for participation in the program. According to results, it was confirmed that the subject satisfaction were significantly higher(significance level .05) in the test group, where the subject satisfaction were learning objectives and expectation, learning satisfaction, and learning effect. Furthermore, in the change of academic achievement, the rate of decrease was lower and the rate of increase was higher in the test group than the control group. The satisfaction of participants was 4.33(Likert scale 5), and this trend tended to be same regardless of gender, high school course, or admission process.

• 수산해양교육연구
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• 제25권4호
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• pp.757-765
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• 2013

The purpose of this study is to examine the effects of peer tutoring on students' achievement and learning satisfaction in a liberal computer class at university level. Traditional teaching method was applied for the control group consisting 55 students for 8 weeks. The experimental group containing 44 students was instructed using both traditional teaching method and peer tutoring. According to the results of diagnosed test, the experimental group was divided into heterogeneous ability group of 3 or 4. The tutor training was provided a week in advance of the class and the students played a role of a tutor and tutee by taking turns. The results showed no significant differences between the two groups on academic achievement; however, in terms of students' learning satisfaction, it displayed a wider range of results. The learning satisfaction data from the experimental group showed a much higher level than that of the control group. It is predicted that the amount of class hours of a week, the quality of the lecture and the application of peer tutoring affect the students' academic achievement. It is suggested that subsequent research on peer tutoring will allow for more in-depth study in this field.

• 가정∙방문간호학회지
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• 제25권3호
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• pp.240-248
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• 2018

Purpose: The purpose of this study was to evaluate the validity of an educational program developed for geriatric visiting nurses in Seoul by assessing their satisfaction level and level of learning goal achievement. Methods: This descriptive research study was conducted to develop, implement, and evaluate the educational program in accordance with the ADDIE Instructional System Model. Participants were 170 nurses hired for the 2016 Seoul Metropolitan Government visiting service for older people. Based on Kirkpatrick's Training Evaluation Model, reaction and learning evaluations were conducted during and after the educational program. Data were analyzed using descriptive statistics. Results: The developed educational program consisted of basic and professional courses. The evaluations showed that participants were highly satisfied with the lectures and field placement. Over 90% of the participants achieved the learning achievement goals. Conclusion: The program developed for geriatric visiting nurses in Seoul is considered a valid educational program because of the participants' high levels of satisfaction and academic achievement.

• 한국과학교육학회지
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• 제22권4호
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• pp.757-767
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• 2002

사회적 상호작용을 강조한 과학탐구실험이 학생들의 학업성취와 과학탐구능력 및 학습동기에 미치는 효과에 대해 연구하였으며, 탐구실험 수업이 소집단의 구성방식에 따라 어떠한 차이를 나타내는지 알아보기 위해 인지수준이 동질인 집단과 이질인 집단의 효과를 비교하였다. 이를 위해 중학교 2학년 255명을 통제집단과 실험집단으로 나누어, 실험집단에는 사회적 상호작용을 강조한 과학탐구실험 수업을, 통제집단에는 전통적인 실험 수업을 1년간 적용한 후 과학 학업성취도, 과학탐구능력, 학습동기 검사를 실시하였다. 사회적 상호작용을 강조한 탐구실험은 이끌어내기, 친숙해지기, 구성하기, 확장하기의 4단계로 구성되어 있으며, 관찰 현상을 학습과 연관시키고 실험을 설계하며 결론을 이끌어내는 과정을 통해 동료 및 교사와 상호작용을 할 수 있도록 구성되어 있다. 연구 결과 사회적 상호작용을 강조한 과학탐구실험은 학생들의 학업성취와 과학탐구능력 및 학습동기에서 유의미한 효과가 있었다. 모든 인지수준의 학생들에게 효과가 나타난 것은 아니었으나 대부분의 인지 수준에서 학업성취의 효과가 크게 나타났으며, 학업성취에 비해 과학탐구능력의 향상정도가 낮았다. 소집단 구성에 따른 효과에서는 동질집단이 이질집단에 비해 성취도와 학습동기에서 유의미한 향상이 있었다. 이러한 결과는 과학탐구실험에서 상호작용이 중요하며, 상호작용이 학생들의 성취도와 탐구능력 향상에 긍정적 영향이 있음을 시사한다.