• Journal of the Economic Geographical Society of Korea
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• v.9 no.3
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• pp.358-378
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• 2006

This study aims to examine seven factors and forty-two selection attributes of Seoul as an Exhibition and Convention Destination Site through the Importance-Performance Analysis(IPA) from the Exhibition and Convention Planner. The result of this study shows these three conclusions. First, according to the result of the Importance-Performance Analysis(IPA) of the forty-two selection attributes of an Exhibition and Convention Destination Site, thirteen attributes were placed on the right top area(Keep Up the Good Work), four attributes were placed on the right bottom area(Possible Overkill), five attributes were located on the left top area(Concentrate Here), and the other twenty attributes were located on the left bottom area(Low Priority). Second, the Importance-Performance Analysis(IPA) of seven factors in an Exhibition and Convention Destination Site reveals that the factors in the right top area(Keep Up the Good Work) of high importance and high performance were "Exhibition and Convention Center Facilities", "Exhibition and Convention Fee", and "Exhibition and Convention Center Accommodation Capacity". And the one factor located on the left top area(Concentrate Here) of high importance and low performance was "Exhibition and Convention Destination Regional Space", while the other factors of "Exhibition and Convention Center Management", "Exhibition and Convention Destination Tourism Space" and "Exhibition and Convention Destination Leisure Activity Space" were placed on the left bottom area(Low Priority) of low importance and low performance. Third, the difference of the mean value of the Importance and Performance on Seoul as an Exhibition and Convention Destination Site has been revealed that the performance of the attributes was lower than the importance of the attributes because forty attributes have described all plus(+) except two attributes.

• Korean Journal of Culture and Social Issue
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• v.28 no.4
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• pp.529-553
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• 2022

The present study aimed to examine the mediation effect of identity development between perceived parental academic achievement pressure (PPAAP) and mental health. Specifically, we examined whether the relation between PPAAP and mental health is mediated by the positive or negative aspects of identity development. Participants were 110 Korean college students. They completed online self-report questionnaires that included PPAAP, identity development, personal well-being, and depression. We found that PPAAP was negatively related to personal well-being and positively related to depression. Moreover, the relation between PPAAP and mental health was mediated only by the negative aspects of identity development. In other words, PPAAP was related to the negative aspects of identity development, which, in turn, was negatively associated with mental health. This study contributes to the literature in that it proposed identity development as a mediator between PPAAP and mental health and found that the negative, not positive, aspects of identity development mediated the relation. We suggest that institutional interventions that help develop identity can be an effective way to mitigate the negative impacts of PPAAP on mental health of children living in the highly competitive Korean society. Limitations and future research directions are also discussed.

• 한국정보교육학회:학술대회논문집
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• 2005.08a
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• pp.51-60
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• 2005

현대 사회에서 정보는 학생들의 생활에 큰 영향을 주고 있으며, 정보화 사회의 주역이 될 학생들에게 정보화 교육은 절실하게 필요하다. 2003년 이후로 초등학교에서 정보통신기술이 전면적으로 실시된 이후 여러 방면에서 활발한 논의가 이루어지고 있지만, 교육 목표에 대한 학생들의 학업 성취 수준을 평가하는 것은 간과되어 왔다. 본 논문에서는 초등학교 2, 4, 6학년 학생들의 정보통신기술교육에 대한 학습 목표 성취도를 살펴보고, 학생들의 학습 경로와 교육목표 성취도 간의 관계를 분석하여 더 나은 ICT 교육의 방향을 제시해 보고자 한다. 먼저, 단계별 학습 영역에 따른 학습 내용을 추출하고 평가 기준을 세운 후 해당 학생들의 학습 정도와 학습 내용의 습득 경로를 평가지를 통하여 조사하였다. 조사 내용을 영역별로 분석한 결과 컴퓨터 교육의 인지적인 부분이 기능적인 부분보다 상대적으로 교육목표 성취도가 낮으며, 학습 경로를 분석한 결과 수업 시간보다는 집에서 가족에게 배우거나 스스로 익히는 경우가 더 많은 것으로 조사되었다.

• Proceedings of the Korea Multimedia Society Conference
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• 2001.06a
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• pp.412-415
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• 2001

본 연구는 초등 음악과 창작 학습을 위한 멀티미디어 활용과 그 효과를 알아보기 위하여 멀티미디어 활용 집단과 전통적인 수업 집단으로 구분하여 극용하고 학업성취도를 비교 분석해 보는 것을 목적으로 하였다. 멀티미디어 활용은 Noteworthy 1.70b를 이용하였다. 연구 대상은 부산광역시 장전초등학교 6학년 학생이며, 두 집단으로 구분하여 실시하였다. 연구의 가설로는 멀티미디어 활용 집단의 학업 성취도가 전통 수업 집단의 성취도보다 높을 것이라고 설정하였고, 결과 분석은 SAS(통계분석프로그램)를 사용하였다. 연구 결과 멀티미디어 활용 학습은 학습 집단 전체에 대한 학업 성취도를 균등하게 향상시킬 수 있다는 결론을 내릴 수 있었다.

• Journal of KIISE:Software and Applications
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• v.28 no.6
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• pp.450-459
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• 2001

다각도로 분석된 학업 성취도를 신속하게 제공받는 학생들은 그렇지 않은 학생들에 비해 차후에 더 나은 학업 성과를 보인다. 그러나 현재의 한국 학교 현장에서 시행되고 있는 평가 방법을 이를 반영하지 못하고 있다. 본 연구에서는 이러한 서비스를 온라인으로 교사와 학생에게 제공하는 ‘학업성취도 분석시스템’인 SAAS를 설계하고 구현하였다. 이 시스템은 비즈니스 데이터를 다차원적으로 분석하여 부가가치를 창출하는데 쓰이는 신기술인 OLAP을 이용한다. 학생, 과목, 기간 차원에 대한 종합적 성취도 분석 결과가 산출되고, 이는 편리한 인터페이스를 통해 제공된다. 시스템의 성능향상을 위해서 분석결과의 부분적 사전연산 방식과 큐브의 청크 단위 저장 방식이 사용되었다. SAAS는 전국 단위 학생 성적 분석을 위해서도 쓰일 수 있을 정도로 성능면에서 확장성을 지니며, 제 7차 교육과정 개혁에도 적용이 가능하다.

• Journal of Digital Convergence
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• v.11 no.12
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• pp.829-834
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• 2013

This study intended to find out an efficient teaching-learning method by identifying the effect of achievement goal directivity and self-regulated learning strategy on the level of learning achievement in class. This study analyzed the relationship between the achievement goal directivity and the average and standard deviation of self-regulated learning strategy as well as the relationship between the achievement goal directivity and the learning achievement of self-regulated learning strategy and also analyzed the effect of achievement goal directivity and self-regulated learning strategy on the level of learning achievement, based on the result of survey targeting 133 university students attending the Department of Social Welfare. The findings show that the higher the tendency of achievement goal directivity and self-regulated learning ability, the higher the academic performance, which means that it is necessary to resolve any anxiety through motivation control training and mentoring learning for academic achievement of students and inducing their proactive participation in class.

• Journal of Elementary Mathematics Education in Korea
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• v.22 no.1
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• pp.69-92
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• 2018

In this study, we analyzed whether 2015 revised elementary school mathematics curriculum 's standards statements reflect the direction of 2015 revised curriculum. For the objectivity of analysis, 128 achievement standards statements were analyzed based on content - centered statements, activity - centered statements, and performance - centered statements by Seo Young - jin 's (2013). As a result of the analysis, it can be seen that the 2015 revision elementary mathematics curriculum achievement standards statements do not contain enough information to expand the mathematical competence of students. To complement this, the achievement standards statements should include more elements than 'content + function', and other criteria should be developed to clearly communicate the meaning of the achievement standards statements. And it is necessary to supplement the expression of 'function' in the achievement standards in order to improve the expression of the elementary school mathematics curriculum achievement standards statements.

• Journal of Korean Home Economics Education Association
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• v.25 no.1
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• pp.37-54
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• 2013

This study aimed at examining the characteristics of the Korean home economics achievement standards at secondary education level, and comparing with those of U.S. home economics national standards. The specific research questions were as follows. First, the characteristics of Korean and U.S. achievement standards were examined respectively. Second, the standards of the two countries were examined in terms of the grades involved, development areas, specification level, sequence of courses, and format of statements, adopting the analysis framework of Lee, Jang, and Park(2012). Third, the achievement standards of the two countries for specific content areas, i.e. 'understanding adolescents' and 'understanding family' were compared in terms of the styles and format of statements. The findings suggest that in developing the Korean achievement standards, integration with the curriculum and detailed and specific statements are important to facilitate adoption at schools. The results of the comparison with the U.S. national standards indicates that it is important to emphasize academic rationale to home economics as a subject by clearly presenting the concepts, contents, and categories. Also, the standards will need to be stated in specific terms to allow practices and evaluations, rather than in terms that reflect value judgments.

• Journal of Gifted/Talented Education
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• v.22 no.4
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• pp.985-1007
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• 2012

The achievement motivations of science gifted students are very important in becoming experts who achieve high level. In this study, 77 8th graders of Science Gifted Education Center were divided into highly motivated and low motivated groups. Multidimensional Perfectionism, Self-Concept, Parenting Behaviors Scale were compared between these 2 groups, and predicting variables were verified through regression analysis. As a result, highly motivated students received higher scores on Perfectionism, self-directed Perfectionism, and other-directed Perfectionism. Self-concept scores were higher on factors of body, moral, personalities, social, and abilities as well. In Parenting Behaviors Scale, only the father's affection factor was influenced. The result of regression analysis revealed that self-directed Perfectionism, social self-concept, and moral self-concept had meaningful predictions. In parameter verification, partially mediated effect of self-directed Perfectionism and social self-concept was verified in the relationship between father's affection factor and achievement motivation. This study confirmed that self-directed Perfectionism of science gifted students has positive effects on adaptation. The importance of social and moral education and the father's affection were found as well.

• Journal of Korean Elementary Science Education
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• v.43 no.2
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• pp.284-300
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• 2024

This study elucidates the achievement standards statements of the 2022 revised elementary school science curriculum to identify specific achievement standards for the upcoming curriculum. Therefore, the researcher analyzed the statements of the overall elementary school achievement standards based on Bloom's taxonomy of new educational objectives. The results are as follows. First, the achievement standards statements are biased toward certain knowledge and cognitive process dimensions; this aspect is not consistent with the goals of the 2022 revised curriculum and the teaching and learning directions of the science department. Thus, achievement standards that enable various types of activities and inquiry learning should be developed. Second, a need emerges for the hierarchization of knowledge and cognitive levels by grade level. The proportions of low levels of knowledge and cognitive process dimensions increased in the upper grades, such that a systematic hierarchy should be considered. Third, the need to diversify the use of the descriptors of achievement standards is also identified. Although the tendency to rely on specific descriptors decreased during the previous curriculum, approx imately half of the descriptors were only used once or twice. Therefore, balancing the use of various descriptors is necessary. To ensure that the results are reflected in the achievement standards for elementary school science textbooks under the revised science curriculum for elementary schools in 2022, a discussion is required on the design of achievement standards statements. As a follow-up study, the researcher proposes a comparative analysis of the achievement standards of science curricula for middle and high schools to explore the wording of achievement standards appropriate for elementary school science education considering its nature, goals, and contents and to analyze the hierarchy and continuity of the entire science curriculum.