• Korean Educational Research Journal
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• v.41 no.2
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• pp.1-23
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• 2020

The purpose of this study is to investigate the relationship between physical fitness factors and academic achievement among high school students. As a research method, cardiopulmonary endurance, flexibility, muscular strength, muscular endurance, quickness, BMI index, and academic achievement of high school students were measured for 641 male and female high school students in 2014 and 2017. The results of this study show that cardiopulmonary endurance is correlated with cardiopulmonary endurance factors (p<0.05), cardiopulmonary endurance is correlated with flexibility and quickness (p<0.05), and flexibility is correlated with academic achievement (p<0.01). Muscle strength was correlated with quickness and body fat (p<0.05), and muscle endurance was correlated with muscle strength, quickness, and BMI (p<0.05), and correlation between quickness (p<0.01), and there was a correlation between academic achievement (p<0.01). The conclusion of this study is that developing and implementing a more effective physical fitness program can contribute to the academic achievement and physical fitness of domestic high school students because various physical activities have a positive relationship with academic achievement in addition to physical fitness.

• Journal of the Korean Society of Radiology
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• v.16 no.5
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• pp.611-618
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• 2022

The purpose of this study was to confirm the degree of other behaviors among university students in the department of radiology(science) who experienced online classes in the COVID-19 situation and to investigate the effect of self-directed learning ability, flow and academic achievement on other behaviors. The research method was descriptive research. Data were 200 students collected from June 1 to 30 in 2022 using structured questionnaires as students in the Department of Radiology(science). Collected data were analyzed using descriptive statistics, t-test, ANOVA, Cronbach's pearson's correlation, multiple regression analysis with SPSS/WIN 21.0. The result of the study showed that the other behaviors were in the order of 'having s different thought, and 'sending text messages'. other behaviors was 1.75, self-directed learning ability was 3.60, flow was 3.23 and academic achievement was 4.29. There was a significant negative correlation between other behaviors and self-directed learning ability, flow, academic achievement. Factors influencing other behaviors were academic achievement, age, flow, self-directed learning ability in that order. As a result of the above research. it is expected that specific measures and various teaching methods to be flowed in the class are need as the way to lower the other behaviors of university students in the Department of Radiology(science) is to increase academic achievement.

• Journal of the Korean Society of Earth Science Education
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• v.7 no.1
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• pp.34-42
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• 2014

The purpose of this study was to examine the effects on the effects of science lessons using six thinking hats techniques on creativity and science academic achievement. To verify the research problem, the subject of this study was fourth-grade students selected from four classes of an elementary school located in Busan. For ten weeks, the experimental group of 40 students was taught using the six thinking hats techniques. The comparative group also of 40 students, was taught in normal classes which used a Text-book. Children were given a creativity test and academic achievement test in science to measure the effects on six thinking hats techniques. Likert scales were used to gather students feedbacks on creativity and science academic achievement. Through these procedures, the following results were obtained: First, the six thinking hats techniques had a more effect on creativity than the normal classes, where a text-book was used. Second, the six thinking hats techniques could be seen to be effective in improving the student's academic achievements in science than the normal classes which used a Text-book. Third, the result of the student recognition investigation, we could know that the students showed lots of interest in the science lessons using six thinking hats techniques, and they were able to understand the scientific theories. As a result, the elementary science class with six thinking hats techniques had the effects of developing creativity and science academic achievement. It means the science class with six thinking hats techniques has potential possibilities and value to develop creativity and science academic achievement.

• Journal of Korean Elementary Science Education
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• v.21 no.1
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• pp.101-109
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• 2002

A cooperative teaming has been taken to consolidate the autonomous motivation of students and to develop a desirable attitude in a mutual cooperative atmosphere. Some studies on the reward effect showed that the reward after the evaluation, in the processes of cooperative learning, worked on students' learning motive directly, and the group reward was effective in learning attitude and the individual reward in academic achievement, respectively. Assuming that the group reward and the individual reward are organized and applied as a complex reward, the effects of rewards will appear, this study examined the effect of the complex reward on academic achievement and teaming attitude. For this study. 2 classes were randomly selected out of a elementary school in Gwangju and the teaming unit was based on chapter 4「The structure and function of plants」 in the 5-1 elementary Science textbook. This research has been done for 4 weeks after the students learned STAD for 8 weeks previously. The learning attitude was examined in pre and post tests, and the academic achievement was inspected twice at 2-week intervals after the pre test. The results were analysized by the SAS program In the case of academic achievement, both groups showed a significant improvement(p<.05). The experimental group showed no significant improvement in the first test, compared with the control group(p>.05), but after 4 weeks, it showed a significant improvement in the second test, compared with the control group(p<.05). From this result, it is identified that the reward should be done for a long time and the individual reward of the complex reward is successful in improving academic achievement. However, in the case of learning attitude, there was no meaningful difference in both groups(p>.05). But the control group showed a significant improvement, compared with the experimental group(p<.05). According to this result, it is indicated that the group reward only is more effective in improving learning attitude and complex reward can decrease the individual competition in experimental group.

• Journal of Science Education
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• v.38 no.2
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• pp.231-243
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• 2014

The purpose of this study was to compare the duplication problem of achievement standards between science and other subjects in the 2009 Revised National Curriculum and to search for solutions and implications for this problem. From the results of this study, we found that the achievement standards of practical arts, social studies, physical education and ethics were overlapped with science's ones. The duplication of content elements for 'our body and health', 'living things and environment', 'biodiversity' and 'natural disaster' categories was not high, that is, their achievement standards were relatively well-differentiated and reflected the intrinsic characteristic of each subject under common topics. But, in case of 'reproduction and development' and 'world of technology' categories, the problem of duplications was serious. In order to cope with this problem, we need to consider solutions such as merging or integrating the achievement standards of related subjects. The relevant experts should conduct in-depth discussion and negotiation, and develop achievement standards more consistent with the identity of each subject.

• Journal of Science Education
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• v.36 no.1
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• pp.14-21
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• 2012

We investigated the relationship of brain dominance with mathematics and science achievement. The participants were 131 middle school students (male: 74, female: 57). It was found that the above average group in mathematics and science achievement had the highest frequency with left lower brain (LLB) (mathematics: 33.8%, science: 35.0%), whereas the below average group in mathematics and science achievement had the highest frequency with right lower brain (RLB) (mathematics: 38.7%, science: 36.1%). The LLB score showed a significant difference between the above average group and the below average group in science (p<.05). In the correlational analysis, the LLB scores had the highest correlation coefficients (mathematics: r=.28, science: r=.26). The LUB scores had the second highest correlation coefficients (mathematics: r=.18, science: r=.24). These results suggest that LLB and LUB are related to mathematics and science achievement. Therefore, we insist that the assessment of mathematics and science achievement should consider brain dominance.

• Korean Journal of Social Welfare
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• v.69 no.3
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• pp.141-164
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• 2017

The purpose of this study is to understand the school achievement of domestic adopted children in Korea and its related factors. Although the developmental outcomes of domestic adopted children were the focus of research interests, their school achievement has never been fully addressed in Korea. The subsample (9-17 years old) of 5th wave data of was used for the analysis. The results showed that the school achievement level of domestic adopted children was not significantly different from their non-adopted peers during elementary school years except the mathematics, but changed drastically after they entered the middle school, showing significantly lower level from their non-adopted peers. Factors related with the overall school achievement were the level of school, maternal education, age at adoption, child's self-esteem and school adjustment. For specific subject, however, significant factors were found to be somewhat different. Based on the results of the study, the practical guidelines to improve the school achievement of adopted children were suggested. Also, suggestions for the following studies were made.

• Journal of Korean Academy of Fundamentals of Nursing
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• v.11 no.1
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• pp.6-12
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• 2004

Purpose: The purpose of this study was to evaluate self-study learning achievement in undergraduate nursing students who used a web-based wound care e-book. Method: The web-based wound care e-book was applied to 80 nursing students at Y university. The students studied the wound care e-book for four weeks and practiced wound dressing by themselves in open laboratory. Learning achievement was evaluated according to achievement of unit objectives and performance of an actual wound dressing. Result: 1. The total mean score for achievement of unit objectives was 3.06 (${\pm}0.41$) and the total mean score on the performance of the wound dressing was 89.40 (${\pm}5.47$). 2. There was no difference between the scores in the performance test (F=1.012, p=.366) for students who used self-study and those who were given a lecture. 3. A positive correlation was found between achievement of unit objectives and performance of the wound dressing (r=0.306, p<0.05). Conclusion: The web-based wound care e-book was effective in facilitating self-study for nursing students, and there is a need to continuously develop and up-date web-based nursing education e-books to facilitate self-study.

• The Korean Journal of Elementary Counseling
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• v.4 no.1
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• pp.123-150
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• 2005

The purpose of this study was to examine the effects of self-regulated learning program on the underachiever's academic achievement and academic self-concept. To achieve the purpose of study the research hypotheses were as follows : Hypothesis 1 : There will be significant differences in the improvement of academic achievement between the experimental group and the control group. Hypothesis 2 : There will be significant differences in the improvement of academic self-concept between the experimental group and the control group. To verify these hypotheses, 32 underachievers were selected from sixth grade students of 'D' elementary school located in Seoul. 16 students were allocated to the experimental group and 16 students were allocated to the control group. The experimental group trained with self-regulated learning program for 10 times(The length of each section was 60 minutes). The self-regulated learning program in this study was based on program by Kim. Yong-Soo(1998), The measurement instruments of the study were mathematics achievement test paper and academic self-concept test. To find out the difference, Pretest-posttest control design was used. Mean and standard deviations obtained from these tests were analysed with t-test. The major findings obtained through this study are as follows : First, self-regulated learning program was effective in improvement of academic achievement (p<.05). Second, self-regulated learning Program was not effective in improvement of academic self-concept. However, the experimental group showed significant improvement(p<.01) at academic self-concept and sub academic self-concepts (ability, achievement) in the data of pre-post test. it can be suggested that this program had positive influence on underachievers. Although it has some limitations, self-regulated learning program is effective to academic achievement and academic self-concept of underachievers, even though not significant, it has a positive t.

• Journal of Science Education
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• v.35 no.1
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• pp.59-67
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• 2011

The purpose of this study was to analyze on the relations of motivation system about science learning and science achievement. TIMSS 2007 was selected and translated for science achievement test. After that, fourth-grade 496 students and eighth-grade 425 students were required to accomplish the questionnaire on behavioral inhibition/activation system about science learning(SL-BIS/BAS) and science achievement. There were negative correlation with SL-BIS and science achievement, and positive correlation with SL-BAS and science achievement. In addition, two systems account for 12% of science achievement. These results would be helpful for teachers to understand the difference about motivation by students' variables and to make a plan for the appropriate strategies for learners.