• Journal of Educational Research in Mathematics
• /
• v.26 no.2
• /
• pp.205-224
• /
• 2016

Nowadays technological instruments are advanced to measure brain waves called EEG. Also, it is important to find some facts that cause students to have mathematic anxiety (MA) and to provide remedy programs to lessen their MA in order to help students cure MA that could contribute to negative self-efficacy toward mathematics and mathematical learning. To find how they change the MA level, a small group of 11 high school students in Suwon city participated for ten weeks at the remedy program based on students' levels of MA diagnosed by MASS instrument (Ko, & Yi, 2011) and proofread by 8 advisors who worked in related research areas. The results showed that the remedy program was effective to lessen students' MA and it should provide a long term period since some negative experiences were accumulated for a long time of his or her past schooling by others such as teachers, peers, and parents. EEG showed that students got better scores on a percent of correct answers and a reaction time and some student' EEG from a group HMA became smaller heights and width in comparison of the other groups.

• Journal of Gifted/Talented Education
• /
• v.7 no.1
• /
• pp.31-50
• /
• 1997

'I'his study investigated students' attitude toward mathematics. and how behavior/cognitive training affects level of math anxietv and level of math achievement. Subjects were all the freshmen attending Taejon Science High School, and they were given Mathematics Attitudes Scale and Attributional Style Questionnaire prior to and post training sessions. Twenty out of 84 freshmen voluntarily participated in nine sessions of training program. Participants were asked to do self-evaluation. Math achievement was measured prior to and post training. and was compared between two groups. Training program utilized behavior/cognitive approach. such as understanding one's feeling through muscle relaxation, breathing and meditation; modifying negative attributional style; imitating effective cognitive strategies for math problem solving, and so on. 'I'he result shows that students' math confidence in general was relatively low out of expectation, a nd they perceived teachers not supporting their math abilities :IS much as expected. On the other hand, students in general had strong math achievelment needs, and considered math utility very high. Sex difference was seen in the attitude toward female math abilities, to result that female students had more positive perception than male students. Female students of 'I'aejon Science High School seem free from conventional idea about female abilities including theirs. Participants' ~attitude change was compared with non-participants. and participants showed statistically significant change in their math confidence, and also in their math achievement. Participants had much higher math confidence and ~achievement than non-participants. And, they showed increased level of perceiving teachers' expectation. more realistic in needs, and more involvement in math. Math achievement was found positively related to math confidence, and participants' math achievement change was explained by their belief in math utility. Not only training program effect hut also participants' voluntary involvement and teacher\ulcorner' support of the program and participation seem to increase their math achievement. Based upon the result of study it was suggested that behavior-/cognitive training program be provided along with academic curricula for gifted students of Korea to help their emotional and psychological development enhance the efficacy of their cognitive learning.

• Communications of Mathematical Education
• /
• v.27 no.2
• /
• pp.135-163
• /
• 2013

This study dealt with the measurements of the positive psychological experience of high school students in relation to mathematics learning by using PPE-M. The purpose of this study is to compare the positive psychology of the high school students based on the grade and gender variables. Measured data for the purpose of this study examined the difference between the gifted students and the general students through a t-test. In addition, differences were analyzed by grade and gender variables. And One-way ANOVA was conducted to see the difference according to the course variables. The difference between the two groups was meaningful in PPE-M total score. There was meaningful difference in all of 5 areas and 19 factors except for 4 factors (Insight, Honesty, Full with pride, and Achievement). However, there was no difference according to grade levels. The comparison between the gender in the ordinary students shows meaningful difference in 11 factors, not in 12 (Judgment, Insight, Honesty, Prudence, Modesty & Kindness, Gratitude & Happiness, Flow, Superiority feeling, Achievement, High pleasure, Full with pride, and Self-efficacy). Affiliation makes meaningful difference in 22 factors except for Honesty.

• Journal of Practical Engineering Education
• /
• v.12 no.2
• /
• pp.363-369
• /
• 2020

This study intends to examine effects of python education for adolescents. 6 primary studies were chosen through careful search process and investigated through meta-analysis. Research findings were as follows. The total effect size was 0.684. Second, the effect sizes of dependent variables were academic achievement 0.871, cognitive domain 0.625, and affective domain 0.428 in order. Third, for cognitive domain, the effect sizes were self-efficacy 0.833, problem-solving 0.283, computing thinking 0.276, and coding competency 0.251 in order. Fourth, for affective domain, the effect sizes were learning interest 0.560 and programming interest 0.417 in order. Fifth, regarding school level, the effect sizes were middle school 0.851, high school 0.585, and college 0.435 in order. Finally, for subject areas, the effect sizes were mathematics 1.057, design 0.595, information 0.585, and software 0.28 in order.

• Geomechanics and Engineering
• /
• v.36 no.5
• /
• pp.465-474
• /
• 2024

Uniaxial compressive strength (UCS) is a critical geomechanical parameter that plays a significant role in the evaluation of rocks. The practice of indirectly estimating said characteristics is widespread due to the challenges associated with obtaining high-quality core samples. The primary aim of this study is to investigate the feasibility of utilizing the gene expression programming (GEP) technique for the purpose of forecasting the UCS for various rock categories, including Schist, Granite, Claystone, Travertine, Sandstone, Slate, Limestone, Marl, and Dolomite, which were sourced from a wide range of quarry sites. The present study utilized a total of 170 datasets, comprising Schmidt hammer (SH), porosity (n), point load index (Is(50)), and P-wave velocity (Vp), as the effective parameters in the model to determine their impact on the UCS. The UCS parameter was computed through the utilization of the GEP model, resulting in the generation of an equation. Subsequently, the efficacy of the GEP model and the resultant equation were assessed using various statistical evaluation metrics to determine their predictive capabilities. The outcomes indicate the prospective capacity of the GEP model and the resultant equation in forecasting the unconfined compressive strength (UCS). The significance of this study lies in its ability to enable geotechnical engineers to make estimations of the UCS of rocks, without the requirement of conducting expensive and time-consuming experimental tests. In particular, a user-friendly program was developed based on the GEP model to enable rapid and very accurate calculation of rock's UCS, doing away with the necessity for costly and time-consuming laboratory experiments.