• Journal of the Korea Society of Computer and Information
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• v.24 no.7
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• pp.117-123
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• 2019

In this paper, we propose to investigate the differences of academic achievement and core competence according to university admission types. Research subjects were 159 nursing students in G city. The tool used in this study was Collegiate Students Essential Skills Assessment developed by the KW University. The 6 areas measured with the tool are: humanities, Humanism, self-directedness, creative competence, practice competence and global competence. The data were analyzed by descriptive statistics, ANOVA, Scheffe' test and pearson's correlation coefficient using SPSS WIN 18.0 Program. There were significant differences in core competence according to university admission types. But There were significant differences in academic achievement according to university admission types. And significant positive correlation between academic achievement and core competece was not founded. But significant positive correlation of 6 core competencies were founded. Based on the result of this study, it is possible to serve basic data for establishing better university admission type.

• Korean Journal of Child Studies
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• v.31 no.1
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• pp.137-146
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• 2010

This study investigated the influence of family resources on adolescents' academic achievement, and analyzed the differencesin mediating effects between parenting and private education. The participants in this study were 5916 middle school students (males 3078, females 2838) in KELS. Structural Equation Modeling indicated that : (1) Family resources influenced adolescents' academic achievement. (2) Both parenting and private education mediated the associations between family resources and adolescents' academic achievement. (3) The difference of mediating effects for parenting and private education was not found to be significant.

• Journal of Fisheries and Marine Sciences Education
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• v.17 no.2
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• pp.240-251
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• 2005

The purpose of this study was to examine the relationship between critical thinking and academic achievement. Subjects were 396 junior and 371 senior high school students in Busan. The instruments used in this study were Cornell Critical Thinking Test and Academic Achievement Test. The results were as follows : First, there was a sinificant grade level difference in critical thinking. Second, there was a signficant sex difference in critical thinking and there was a significant interaction effect by grade level and sex. Third, critical thinking was significantly related to the students' academic achievement. The implications were discussed and recommendations for future research were made.

• Korean Journal of Child Studies
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• v.25 no.5
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• pp.29-40
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• 2004

Three groups of maltreated Korean children (Grades 1 through 3) drawn from Child Protective Services (CPS) agencies were compared to a control group of nonmaltreated children on academic achievement as measured by standardized tests of reading, spelling, arithmetic, and writing. Findings were that maltreated children performed significantly below their nonmaltreated children on the standardized tests, in particular in arithmetic. In first grade, maltreated children did not perform below nonmaltreated children on writing and reading, but maltreated children gradually declined in academic performance in these skills. The older, grade 3, children showed more serious academic problems than the younger children (Grades 1 and 2) on four academic skills. This suggests that early experience of child abuse have a strong affect on children's academic achievement.

• Korean Journal of Child Studies
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• v.30 no.3
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• pp.145-160
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• 2009

The study explored differences in variables related to academic achievement by profiles of learning strategies. The Motivated Strategies for Learning Questionnaire (Pintrich & DeGroot, 1990), the Test of Beliefs on Intelligence (Cho et al., 2004), the School Satisfaction Scale (Son, 1993; Taft, 1979) and Scales for Rating the Behavioral Characteristics of Superior Students (Renzulli et al., 2002) were administrated to 221 subjects in grade 6 (107 girls, 114 boys). Data were analyzed by cluster analysis and ANOVA. Results identified six different clusters; significant differences of variables related to academic achievement were found among the six clusters. Frequent use of various cognitive strategies plays an important role in higher academic achievement.

• The Korean Journal of Emergency Medical Services
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• v.27 no.1
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• pp.59-70
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• 2023

Purpose: This study was designed to identify the effects of social support, learning flow, and learning satisfaction on academic achievement in university students. Methods: This study involved university students who agreed to participate the investigation in D City using a structured online questionnaire from December 1, 2022 to December 31, 2022. Results: Social support, learning flow, learning satisfaction, and academic achievement had significant correlations. The influencing factors of academic achievement were age and learning flow, with an explanatory power of 20%. Conclusion: Further active management and attention are imperative for vulnerable students in high-age groups to search for the ways to improve learning flow.

• Journal of the Korean Society of Earth Science Education
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• v.9 no.1
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• pp.88-96
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• 2016

The purpose of this study is to examine the effects of Jigsaw small inquiry method on science academic achievement and scientific attitudes. For this study, two classes of six graders were divided into a research group and a comparative group. The classes were pre-tested in order to ensure the same standard. The research group had the science class with Jigsaw small inquiry method, and the comparative group had the class with a teacher centered lectures for 12 classes for 12 weeks. The Jigsaw small inquiry method was focused on the introduction stage, the whole group activities, professional group activities, restart the whole group activities, supplementary structured study guide, results announced, and excellent group rewards. To prove the effects of this study, science learning motivation was split up based on the attention power, relation, confidence, and sense of satisfaction. The results of this study are as follows. First, Jigsaw small inquiry method is effective in science academic achievement. Second, Jigsaw small inquiry method is effective in scientific attitudes. Also, Jigsaw small inquiry method was approved by students. Consequently, Jigsaw small inquiry method had the great effects on developing science academic achievement for the elementary science class. That means the science class with Jigsaw small inquiry method has potential to develop science academic achievement and scientific attitudes.

• Journal of the Korean Society of Earth Science Education
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• v.3 no.2
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• pp.132-140
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• 2010

The purpose of this research is to explore the effects of the POE(Prediction-Observation-Explanation) teaching-learning model on the academic achievement and the capability of scientific inquiry of elementary school students. POE teaching-learning model is a three stage process modeling scientific inquiry : Prediction, Observation, and Explanation. This research is to see the effectiveness of the POE method in earth science class by applying this simple practical strategy out of various methods in science teaching with the purpose of improving the capability of scientific inquiry and the academic achievement of learners. The findings of the study are as follows: First, the POE strategy in science teaching-learning was found effective for the improvement of learners' scientific inquiry capability. Second, the POE strategy in science teaching-learning is effective for the improvement of learners' academic achievement in science. The findings mentioned above suggest that using the POE strategy in science class of elementary science education has significant effects on improvement of scientific academic achievement and scientific inquiry capability of learners compared with the general science teaching-learning strategy. It also shows to be highly recommendable for use in science class.

• Human Ecology Research
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• v.52 no.5
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• pp.443-456
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• 2014

The purpose of this study was to explore the patterns of private education, investigate the characteristics of private education patterns, and analyze the differences in study habits and academic achievement of youth on the basis of private education patterns. In this study, we used the data from the 2012 Panel of the Korea Children and Youth Panel Study by the National Youth Policy Institute. The subjects of this study were ninth-grade students and their parents. The statistical methods used for the analysis were two-step clustering, Chi-squared test, analysis of variance, and multiple regression. The major findings were as follows: first, private education was classified into three patterns, namely financial investment, time investment, and reduction of investment; and four categories, namely; private education methodology, private education time, private education expenses, and number of youth with access to private education. Second, the statistically significant socio-demographic characteristics of private education patterns were parents' education, parents' job type, father's working hours, sex of children, housing form, and income. Third, the study found that financial investment and a reduce of investment led to better study habits and academic achievement than time investment and no investment. Fourth, private education and study habits showed statistically meaningful effects on academic achievement; in particular, study habits had strong effects on academic achievement. Based on the results, a variety of educational programs for the improvement of the study habits of the youth were suggested.

• Korean Journal of Rural Living Science
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• v.10 no.1
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• pp.7-19
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• 1999

The purpose of this study was to analyze effects of the mother's child-rearing patterns on children's academic achievement with respects to ‘understanding of family and work’ area in Practical Arts Education related to the 7th revision on the Curriculum of the Elementary School. The questionnaire was used for the survey. The subjects were 200 mother-child (total of 400) randomly chosen from 4 elementary schools in Seoul. Data were analyzed by frequencies, percentages, averages, standard deviations, Pearson's correlation coefficients, t-tests and one-way ANOVA's using the SPSS/PC＋ program. The results of this study were summarized as follows : The correlation between income in their home and their children's academic achievement did not analyze because of the omitting record in their questionnaire. The relations between the patterns of mother's child-rearing and children's academic achievement by children's sex and by grade were examined. But in this study, these relations scarcely have significant differences between the children's academic achievement and their mothers' child-rearing pattern except between being significant reject-sanctions type of mothers' child-rearing and the children's academic achievement. However, the child-rearing patterns of mothers which children and their mothers think were similar, then the high correlations were found between their patterns.