• Journal of The Korean Association For Science Education
• /
• v.24 no.5
• /
• pp.843-850
• /
• 2004

This study investigated the effects of group processing in cooperative learning using task-oriented reward on students' science achievement, science learning motivation, and attitude toward science instruction. Eighth graders (N=58) selected from a middle school in Seoul, were randomly assigned to either the treatment or comparison group, and taught on the 'Separation of Mixture' over 8 class hours. The treatment group received cooperative learning using task-oriented reward containing group processing (GCL), while the comparison group received cooperative learning using task-oriented reward without group processing (CL). Significant interactions between the instruction and prior achievement level were found in the achievement and the attitude toward science instruction. High-level students in the GCL group performed better than those in the CL group, while low-level students in the CL group performed better than their counterparts.

• Journal of the Korean Applied Science and Technology
• /
• v.35 no.4
• /
• pp.1359-1368
• /
• 2018

The purpose of this study was to identify factors related to clinical competence of nursing students and to contribute to the education plan of the undergraduate course for the enhancement of clinical competence. The subjects of the study were 227 students in the 4th grade in the college of nursing. Clinical competence based on the general characteristics of the subject, critical thinking disposition, and core basic nursing skills achievement was conducted by an independent t-test, pearson's corelation coefficient, and linear regression model was used for statistical analysis to investigate factors influencing clinical competence. The results showed that intellectual fairness of critical thinking, achievement in middle and low level of core basic nursing skills had an effect on nursing students' clinical competence, and the higher score had the better clinical competence. Based on the results of this study, it is necessary to improve intellectual fairness and core basic nursing achievement of nursing students and to prepare an educational program to develop the achievement of high level.

• Journal of the Korean BIBLIA Society for library and Information Science
• /
• v.29 no.3
• /
• pp.229-244
• /
• 2018

The purpose of this study is investigate the level of awareness and interest of middle and high school students on performance evaluation book list, and regarding the correlation analysis of general satisfaction and academic achievement. For this purpose, each of the two middle schools and high schools in Seoul were selected, a total of 200 people were surveyed for each 50 students in each gender and grade. Research results, First, the analysis of gender and school level showed that there were differences in level of interest in performance evaluation books. Second, the analysis of differences in the level of interest in the list of performance evaluation books showed that students interested in the list of performance evaluation books spend more time evaluating performance. Third, the analysis of differences in level of awareness in the list of performance evaluation books showed that the relationship between knowledge acquisition and academic achievement was high depending on whether they were ware. There was also a significant relationship between selection criteria and general satisfaction.

• Journal of The Korean Association For Science Education
• /
• v.15 no.2
• /
• pp.223-232
• /
• 1995

The purpose of this study is to investigate the effect of concept mapping strategies on the learner's achievement and their attitude change in science learning. The subject was 159 male students in a middle school in Seoul. Three experimental groups were instructed with different kinds of teaching methods about the unit of photosynthesis and digestive organs. Group I was instructed with traditional teaching method, GroupII was instructed with guided concept mapping strategy, GroupIII was instructed with student-centered concept mapping strategy. The major findings of this study are as follows. 1. Student-centered concept mapping strategy was observed effective at 0.05 significance level in achievement and retention. 2. Only student-centered concept mapping strategy changed students' attitude toward science learning positively. 3. It was observed that there was very significant correlation between the learning ability and science achievement (p<0.01). 4. Student-centered concept mapping strategy was found effective in upper learning-ability group, and guided concept mapping strategy in middle learning-ability group(p < 0.05). 5. Student-centered concept mapping strategy was effective to the groups of upper and middle learning-ability in changing students' attitude toward science learning(p < 0.05).

• Journal of the Korean Society of Earth Science Education
• /
• v.2 no.1
• /
• 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.

• Human Ecology Research
• /
• v.53 no.1
• /
• pp.1-16
• /
• 2015

This study aims to examine the effects of high school students' time management behaviors on their satisfaction with educational consumption and school life. Three hundred seventy-six high school students in Seoul participated in this investigation. The SPSS ver. 19.0 program was adopted for the descriptive analysis, factor analysis, Cronbach's ${\alpha}$, and multiple regression analysis. The results of the present study can be summarized as follows: first, the levels of time management behavior, satisfaction with educational consumption at school, and satisfaction with school life were relatively high. Second, an analysis of the relative influence on satisfaction with educational consumption revealed that the students' time management behavior was the most influential factor, followed by academic achievement. As the levels of time management behavior and academic achievement were high, the level of satisfaction with educational consumption was high. Finally, an analysis of the relative influence of satisfaction with school life also revealed that the students' time management behavior was the most influential factor, followed by academic achievement. Based on the findings, that is, the effects of high school students' time management behavior and other involved variables on their satisfaction with educational consumption and school life, a future study can present specific ways to enhance the level of satisfaction with educational consumption and school life.

• Journal of The Korean Association For Science Education
• /
• v.33 no.2
• /
• pp.538-551
• /
• 2013

Korea is reported as one of the highest performing OECD countries in PISA 2009 science achievement, ranking $4^{th}{\sim}7^{th}$ among 65 participating countries. However, the top level 6 percentage came only at 1.1% and ranks $18^{th}$ among paticipating countries. Such dissatisfying results call for attention to seek effective teaching and learning strategies for top level students in Korea. This study aims to investigate the effect of reading motivational and behavioral factors on PISA 2009 science achievement for the population who scored high compared to populations scoring middle and low. For this purpose, PISA 2009 science achievement as well as students questionnaire data were utilized. Variables of reading motivational and behavioral factors were selected and structural equation modeling was employed to examine a hypothetical cause-effect relationship between reading factors and science achievement. It was found that there is a cause-effect relationship between reading factors and science achievement for the whole population. For those in the top 16% of students in PISA 2009 science achievement, reading behaviors on text-memorization have had little or no effects, while reading motivational and other behavioral factors showed a significant influence. In contrast, the middle 68% and low 16% populations have had significant effects for text-memorization on science achievement.

• Journal of the Korean earth science society
• /
• v.23 no.8
• /
• pp.666-675
• /
• 2002

The purpose of this study was to develop the level-defferentiated Web Based Instruction(WBI) program, to examine its effects on the science achievement self-directed learning characteristics, and the students’ perceptions on the WBI learning. For this purpose, the advanced and complementary WBI program of level-differentiated curriculum was developed to adapt to class fields and examine instruction facilitating efficiency. Designed and developed the WBI program make it possible to teach students according to the level-differentiated learning for the chapter, ‘weather and climate’ in high school science curriculum. The results of this study are as follows: First, level-differentiated WBI was effective to encourage self-concept, learning eagerness, future-oriented self-apprehension, creativity, self-assessment of the student’s self-directed teaming characteristics. There was no interaction effect of treatment and students’ learning ability at the self-directed learning characteristics. Second, the scores of science achievement of WBI group were significantly higher than those of conventional lecture group. There was interaction effect of treatment and students’ learning ability. However level-differentiated WBI has no effect on openness, initiative, responsibility of the student’s self-directed learning characteristics. There was interaction effect of treatment and students’ learning ability at the science achievement, Third, in the perception questionnaire of WBI teaming, many students showed the WBI teaming was good in terms of causing interaction between learners and web based learning materials including various images and animations. However there are several students who showed learning difficulties. For example they wonder which part is more important and what order is proper to study in hypertext environment.

• Journal of the Korean Society of Earth Science Education
• /
• v.5 no.1
• /
• pp.95-104
• /
• 2012

The purpose of this study is to examine what effects the experiment class to stress discussion of small groups in scientific experiment class of the elementary school has on scientific achievement and attitude on the science of the students comparing to the usual scientific experiment class. For that purpose, this study has divided 49 students at the 6th grade of the M elementary school in P City into test groups of 24 students and control groups of 25 students. Classes have been progressed by giving sufficient time to the test groups for discussion by each small groups after experiment while by allowing the control groups to finish the experiment with arrangement of the experiment results. Conclusions of this study include: First, the more familiar the experiment materials are and the easier the experiment procedures are to be operated by the students, the more actively the small group discussion activities have been deployed. It shows that the students need a certain level of background knowledge before experiment for vital discussing activities. Second, it is appeared that the test groups given the scientific experiment class stressing small group discussing activity have significantly high scores comparing to the control groups given the existing scientific experiment class. It shows that the small group discussing activities have effects on promoting understanding of the students on the scientific achievement for the scientific experiment class. Third, it is appeared that the test groups given the scientific experiment class stressing small group discussing activity significantly high scores on attitude about the science comparing to the control groups given the existing scientific experiment class. It is considered that the students could have opportunities to compare their own thoughts with others and to have reflective thought to change their thoughts through the small group discussing activity. As shown above, it shows that the experiment class to stress discussing activities is more effective to increase scientific achievement and attitude about the science than the scientific experiment class to get and arrange the experiment results from the existing experiment classes.

• Journal of Distribution Science
• /
• v.21 no.12
• /
• pp.15-22
• /
• 2023

Purpose: Business education is in high demand whereas knowledge is critical for an individual's professional development in general, and for teachers in particular. In this research, the effect of the distributions of teachers' business knowledge on schools' achievement were investigated. Research design, data and methodology: This study employs a quantitative method to investigate the level of business knowledge distributions of teachers on schools' achievement. 155 business studies subject teachers were categorised into 66 respective schools to measure the correlation and regression between teachers' business knowledge distribution and schools' achievement. Results: The results of the study show that there is a significant relationship between school achievement from the aspect of teachers' business knowledge distributions, with the score of, r = 0.345, p < 0.05. The value of R² shows a moderate relationship between the teachers' knowledge distributions on school achievement but still plays a role in determining the measurement of the school's level of achievement. Conclusions: It is concluded that the relationship between teacher's business knowledge and school achievement in the subject of Business Studies is significant. This study proves that the teacher's knowledge about business is very important in guaranteeing the success of students who took this subject.