• Proceedings of the Korean Society for the Gifted Conference
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• 1994.08a
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• pp.1.2-37
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• 1994

Currently Korea encourages gifted high schoolers and junior high schoolers to participate in international achievement contests such as International Olympiads. Participants for these contests are selected nationwide among gifted students in areas of mathematics, physics, chemistry, and others. They go through a series of screening tests and programs. One of the screening processes IS Korean Olympiad School, which provides study programs each summer for student-candidates prior to following year's International Olympiads. Approximately 40 students of high schools and junior high schools, in each subject of study, gather at Korean Olympiad Summer School, and they go through intensive study programs during a short period of time. Out of 40 candidates,' less than 10 students are finally selected to participate in International Olympiads. In this study, a psycho-educational program called "Situation Coping Training Program" was developed to enhance ahievement motivation for these student-candidates. This study was to see if this training program actually improved their cognitive, emotive motivation factors, and to see how this training program affected their achievement level. Training was administered for five days. This training program was found effective for participants to increase self-efficacy, internal locus of control, and anxiety copmg. These cognitive and emotive motivation factors, other than intelligence, were found to have positive relationship with achievement level, of which self-efficacy and attribution style of students were found as two best predictors of achievement. This training program was perceived as necessary. by participants, and helpful for recovering self-confidence and self-control as well as coping pressure. Suggestions were made that this kind of training program be administered as a regular curriculum in preparative study programs such as Korean Olympiads, since cognitive, emotive motivation factors are related with achievement, and furthermore, be utilized in all gifted education programs in Korea. in Korea.

• Journal of Educational Research in Mathematics
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• v.25 no.1
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• pp.113-137
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• 2015

The objective of the present study is to systematically examine the effects of on the cognitive and affective domains of elementary, middle, and high school students by conducting a meta-analysis. To this end, this study selected 31 research papers that had analyzed the effects of applying, and performed a meta-analysis of the findings presented in each research paper. The results obtained from the meta-analysis are presented as follows. First, both the collaborative learning program and the peer tutoring program for underachieving students in math manifested an above average size of effect in the cognitive domain. In particular, the effect was the greatest at the elementary school level, and out of the two programs, peer tutoring was identified to have a sizable effect. Second, both programs displayed an above average size of effect in the affective domain, and peer tutoring was identified to have a higher effect than collaborative learning. In addition, when the programs were compared based on school levels, the size of effect was highest at the elementary school level followed by middle school and high school, in that order. When compared based on the criteria of the affective domain, self-efficacy in math, learners' attitude toward math, and learners' interest in math were identified to. Finally, this study presented suggestions for teaching underachieving students in math and conducting follow-up studies based on the analysis results.

• Journal of Practical Engineering Education
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• v.12 no.2
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• pp.363-369
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• 2020

This study intends to examine effects of python education for adolescents. 6 primary studies were chosen through careful search process and investigated through meta-analysis. Research findings were as follows. The total effect size was 0.684. Second, the effect sizes of dependent variables were academic achievement 0.871, cognitive domain 0.625, and affective domain 0.428 in order. Third, for cognitive domain, the effect sizes were self-efficacy 0.833, problem-solving 0.283, computing thinking 0.276, and coding competency 0.251 in order. Fourth, for affective domain, the effect sizes were learning interest 0.560 and programming interest 0.417 in order. Fifth, regarding school level, the effect sizes were middle school 0.851, high school 0.585, and college 0.435 in order. Finally, for subject areas, the effect sizes were mathematics 1.057, design 0.595, information 0.585, and software 0.28 in order.

• Korean Journal of Culture and Social Issue
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• v.16 no.2
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• pp.103-124
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• 2010

The purpose of the present study was to examine the relationships among private tutoring hours, academic motivation, use of learning strategies, and academic achievement test scores using structural equation modeling. The sample consisted of 3,607 7th graders from Korean middle schools who were included in the Korean Education Longitudinal Study. The results suggest that there was no evidence that the private tutoring hours predicted students' motivation and learning strategy use. It was found that the private tutoring hours predicted achievements in English and Math, but it was negligible in magnitude. As for achievement test scores, academic motivation and the use of learning strategies played more critical role rather than the private tutoring hours.