• International Journal of Computer Science & Network Security
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• v.23 no.3
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• pp.17-30
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• 2023

The current research aims to reveal the impact of using some participatory e-learning strategies (participatory product - classroom web simulation) in developing cognitive achievement, electronic course design skills, and - skills list - Torrance test of innovative thinking). The tools of innovative thinking among a sample of Information Science students. To achieve the objectives of current research, the researcher designed an educational website to train students to produce electronic courses via the web, according to the two participatory e-learning strategies. The researcher used a set of tools represented in (achievement test research and experimental treatment were applied to a sample of the Faculty of Computer students at Umm Al-Qura University. The results found that both participatory product strategy and web simulation have an imact on developing learning aspects discussed in the research. As for which of the two strategies had a greater impact than the other, it turned out that the web simulation strategy had a greater impact than the participatory product strategy in developing these aspects.

• Nutrition Research and Practice
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• v.10 no.2
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• pp.198-205
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• 2016

BACKGROUND/OBJECTIVES: A healthy diet has been reported to be associated with physical development, cognition and academic performance, and personality during adolescence. This study was performed to investigate the relationships among milk consumption and academic performance, learning motivation and strategies, and personality among Korean adolescents. SUBJECTS/METHODS: The study was divided into two parts. The first part was a survey on the relationship between milk consumption and academic performance, in which intakes of milk and milk products and academic scores were examined in percentiles among 630 middle and high school students residing in small and medium-sized cities in 2009. The second part was a survey on the relationships between milk consumption and learning motivation and strategy as well as personality, in which milk consumption habits were collected and Learning Motivation and Strategy Test (L-MOST) for adolescents and Total Personality Inventory for Adolescents (TPI-A) were conducted in 262 high school students in 2011. RESULTS: In the 2009 survey, milk and milk product intakes of subjects were divided into a low intake group (LM: ${\leq}60.2g/day$), medium intake group (MM: 60.3-150.9 g/day), and high intake group (HM: ${\geq}151.0g/day$). Academic performance of each group was expressed as a percentile, and performance in Korean, social science, and mathematics was significantly higher in the HM group (P < 0.05). In the 2011 survey, the group with a higher frequency of everyday milk consumption showed significantly higher "learning strategy total," "testing technique," and "resources management technique" scores (P < 0.05) in all subjects. However, when subjects were divided by gender, milk intake frequency, learning strategy total, class participation technique, and testing technique showed significantly positive correlations (P < 0.05) in boys, whereas no correlation was observed in girls. Correlations between milk intake frequency and each item of the personality test were only detected in boys, and milk intake frequency showed positive correlations with "total agreeability", "organization", "responsibility", "conscientiousness", and "intellectual curiosity" (P < 0.05). CONCLUSION: Intakes of milk and milk products were correlated with academic performance (Korean, social science, and mathematics) in Korean adolescents. In male high school students, particularly, higher milk intake frequency was positively correlated with learning motivation and strategy as well as some items of the personality inventory.

• Journal of The Korean Association For Science Education
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• v.35 no.2
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• pp.231-245
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• 2015

Flipped learning can be used as an innovative teaching method in science education. This study analyzes video clip produced by pre-service elementary school teachers for flipped learning and explore strategies to organize effective visualization. The pre-service elementary school teachers focused on providing information on macroscopic natural phenomenon using concrete case selection strategy for earth science class. They used marker and spatial transformation elements effectively, but their efforts to link the elements to the experience of students were not sufficient. In addition, it was very rare to put the contents into simplified drawing or provide extreme cases to enhance the imagery of students. In addition, it is necessary to provide specific case of multi-modal and link the material to the experience of students closely through familiar cases or analogical model to establish an effective visual teaching material. It may also be needed to present simplified drawing for enhancing imagery and provide extreme cases to make students have an opportunity to infer a new situation.

• Journal of Science Education
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• v.42 no.3
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• pp.273-292
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• 2018

The lecture is the main method of teaching, and the most common activity of students is 'listening.' Therefore, efficient and positive changes are expected if the researcher analyzes and uses students' listening styles to educate them. In addition, as the learner-centered education is emphasized, the learner's characteristics are becoming more important, and this flow increases the value of the listening styles of the student and that of the learning strategy, which is the student's self-directed learning. Therefore, this study examined whether there are differences in science achievement according to the listening styles and learning strategies by statistical analysis of the data obtained by conducting surveys for students in 5th, 7th, and 10th grades. The results of this study are as follows: First, students' listening styles and learning strategies show significant differences between men and women. Second, students' listening styles and learning strategies show significant differences between grade levels. Third, the level of task-oriented and critical listening types among listening styles produce meaningful differences in science achievement. Fourth, listening style, learning strategy, and science achievement have a significant correlation with each other. Finally, in terms of learning strategy-science achievement, it was shown that basic and complex cognitive strategy had a positive correlation with science achievement.

• Journal of The Korean Association For Science Education
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• v.26 no.1
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• pp.1-8
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• 2006

This study investigated the causal relationships between high school student multiple-choice algorithmic chemistry problem solving and 1) the motivational variables of achievement goal (task goal/performance goal/performance-avoidance) and perceived ability, and 2) the cognitive variables of learning strategy (deep learning/surface learning) and self-regulation. Path analysis supported a causal model in which perceived ability and task goal were found to positively influence algorithmic chemistry problem-solving ability via self-regulation. In particular it was found that perceived ability directly influenced algorithmic chemistry problem-solving ability. Moreover, deep learning was found to have been influenced by perceived ability and task goal, while surface learning was influenced by performance-avoidance goal. Lastly, there did not appear to be any causal relationship between learning strategy and algorithmic chemistry problem-solving ability.

• Journal of The Korean Association For Science Education
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• v.25 no.7
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• pp.728-735
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• 2005

In this study, relationships between student the cognitive affective characteristics and conceptual understanding from individual computer-assisted instruction were investigated. Tests regarding field dependence-independence, learning strategy, self-regulated ability, visual learning preference, goal orientation, self-efficacy on ability, and computer attitude were administered. After having been taught by means of a CAl program, a conception test on molecular motion was administered. It was found that student conceptual understanding was significantly related to field independence, learning strategy, self-regulated ability among the cognitive characteristics and visual learning preference, goal orientation, self-efficacy on ability among the affective characteristics. Multiple regression analysis of the cognitive characteristics on conceptual understanding found that field dependence-independence was the most significant predictor. Self-regulated ability and a deep learning strategy were also found to have predictive power. Lastly, analysis of the affective characteristics, visual learning preference and self-efficacy on ability exposed them to be significant predictors of student conceptual understanding.

• Proceedings of the Korea Database Society Conference
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• 1997.10a
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• pp.215-269
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• 1997

Outline $\textbullet$ Introduction $\textbullet$ Multimedia - Types of Data - Motivation - Key issue - Hardware Products - Application Areas $\textbullet$ Agents - Rationale for Agents - Sedentary vs. Mobile - Functional Categories - Application Areas $\textbullet$ Data Mining - 2-D Framework for Data Mining Tools - Classification of Tool - Application Areas - Learning Methodologies ＊ Case Based Reasoning ＊ Neural Networks ＊ Statistical Learning： Orthogonal Arrays ＊ Multi-strategy Learning $\textbullet$ Case Study - Finbot $\textbullet$ Conclusion

• Journal of The Korean Association For Science Education
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• v.26 no.3
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• pp.376-384
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• 2006

The purposes of this study were to analyze the frequency and type of volition strategy, according to achievement level, employed by students with high learning motivation, and to identify the role volition strategy plays in keeping students motived to learn science. To accomplish these aims, two groups of students(each containing three members) were selected. Students in the two groups both had the same cognitive level and high learning motivation. However, one group's science achievement was high, and the other was low. Through interviews and class observations, volition strategies students in the two groups used when they encountered hindrances in science learning were compared. Results of the study revealed a relationship between achievement level and volition strategy. Students showed differences in the frequency and types of volition strategies used according to science achievement. It was found that students with higher achievement levels used volition strategies more often to overcome hindrances in science learning than those with lower achievement levels. Furthermore, students with higher achievement levels generally used internal mind control strategies while those with lower achievement levels used environmental control strategies. Lastly, findings found that the types of volition strategies used by lower achievement level students were very limited.

• Journal of The Korean Association For Science Education
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• v.25 no.4
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• pp.465-471
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• 2005

In this study, the effects of reciprocal peer tutoring strategy on science achievement, science learning motivation, and self-esteem were investigated. Three classes of eighth graders (N=94) at a coed middle school were sampled for the study. They were divided into the comparison group, the cooperative learning (CL) group, and the reciprocal peer tutoring (RPT) group. Students were taught about the separation of mixtures for 13 class hours. Mid-term science examination scores were used as a blocking variable. The two-way ANCOVA results revealed that there were no significant differences among the three groups in the science achievement test, although the scores of the RPT group were higher than those of the comparison group. In all the subtests of the science learning motivation questionnaire, the scores of the RPT group were significantly higher than those of the comparison group. The scores of the RPT group were significantly higher than those of the other groups especially in the confidence part of the science learning motivation questionnaire. In the self-esteem test, the low achievers in the RPT group scored significantly higher than those in the CL group.

• The Journal of Asian Finance, Economics and Business
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• v.8 no.2
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• pp.1157-1168
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• 2021

Hotels drive the growth and development of tourism. Despite their important role, many hotels are small and medium-sized firms (SME) that are struggling to survive against fierce competition. Experts agree that strategic planning is vital for SME survival, but it is not wholly applicable for SME managers. Meanwhile, Mintzberg's concept of crafting strategy offers a more productive insight into SME strategic planning, but its abstract nature has historically discouraged empirical research on its practical benefits. This study will be the first to empirically explore the operationalization of Mintzberg's crafting strategy characteristics, and analyze its influence on organizational learning using structural equation model. Using a sample of 50 hotels in Bali, Indonesia, this study reveals that managing pattern and stability, detecting discontinuity, and knowing the business have a positive but weak effect, whereas reconciling change and continuity proves to have a positive and significantly strong effect on organizational learning. This study has bridged the gap between the abstract concepts of crafting strategy, which is a potentially better approach for SMEs, with daily operational practices. This study also proves that Mintzberg's approach can be used to predict organizational learning. This relationship is crucial since previous studies concluded that organizational learning improves company performance.