• Title/Summary/Keyword: Persistent learning

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A Study on the Influence of a Reflection Journal Upon Self Motivated-Learners' Study (성찰일지 적용이 이공계 자기주도학습 학생의 학업에 미치는 영향)

  • Kim, Hae-kyung;Kim, ChaJong
    • Journal of Engineering Education Research
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    • v.19 no.5
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    • pp.65-71
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    • 2016
  • The purpose of this paper is to research the effect of a reflection journal on self motivated-learners' study. The learners were divided into experimental and control groups, we carried out the pre- and post- surveys, and compared the groups' academic achievements. As a result, their persistent learning, self-efficacy, learning attitude somewhat improved and their academic achievement as well.

Analysis for SEM of ARCS Factor and Persistent Learning-Intension in Educational Mobile App (교육용 모바일 앱의 ARCS 요인과 학습지속의도에 관한 구조모형 분석)

  • Choi, Byongsu;Yoo, Sang-Mi
    • The Journal of the Institute of Internet, Broadcasting and Communication
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    • v.13 no.4
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    • pp.239-247
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    • 2013
  • This study is aimed to perform the qualitative evaluation based on the ARCS Model of educational mobile applications for smart phones. The evaluation has been performed targeting 60 students who attending the subject of informational education in 3 different universities in 2012 by allowing them to select the available educational mobile App installed in their smart phone. After, the level of persistent learning-intension from each student and the efficacy of ARCS motivational strategy was measured at learner's perspective. The structural equation model(SEM) was established and analyzed with PLS method to understand the relationship between the ARCS motivational strategy and the persistent learning-intension. The results of the study could be summarized as followings. First, the educational mobile App in various the motivational strategies showed different results that is the highest attention as well as the lowest satisfactory level. Second, the relevance in motivation strategies had the statistically significant effect in attention, confidence, and satisfaction. On the other hand, the other factors of attention, relevance, and confidence showed statistically significant effect in satisfaction. Finally, result demonstrate that the relevance is the critical factor inducing the significant effect in persistent learning-intension among the motivational strategies.

Effect of teaching on reducing mathematics anxiety in university statistics class (대학 통계 수업에서 가르치기가 수학 불안 감소에 미치는 영향)

  • Lee, Young Lim
    • Journal of Digital Convergence
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    • v.19 no.3
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    • pp.99-108
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    • 2021
  • The benefits of teaching learning materials to others have been shown on learning achievement. Anxiety is one of the obstacles in learning and it has been shown that math anxiety is strongly associated with math achievement. Thus, the aim of this study was to investigate whether teaching others benefits math anxiety when university students learn statistics. 59 students who enrolled in statistics class participated and 30 students performed group assignment of teaching peer in a group and 29 students did not. Other than group assignments, the instructor, lectures, assignment of solving the problems, and exams were all the same. The results showed that the math anxiety of students who did group assignments of teaching was decreased at the end the semester. Increased math anxiety yielded negative attitudes toward learning statistics, resulting in poor learning performance. Furthermore, the relationship between math anxiety and the attitudes toward leaning statistics was moderated by teaching others. The results suggest that teaching others has an effect on reducing math anxiety and thus, possibly yield persistent learning gains.