• Journal of The Korean Association For Science Education
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• v.40 no.5
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• pp.503-514
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• 2020

In a sense that achievement emotion is directly associated with achievement activity of students and its result, drastic changes in educational environment such as expansion of e-learning due to COVID-19 may have a large impact on the achievement emotion of students inevitably. However, studies on the foregoing still remain insufficient, and development of a questionnaire capable of making a quantitative measurement on the achievement emotion of students under the environment of e-learning may become the basis of relevant studies, so this study developed the e-learning Achievement Emotions Questionnaire-Korean Middle school Science(e-AEQ-KMS) and verified its validity. e-AEQ-KMS in this study was developed based on the Achievement Emotions Questionnaire-Korean Middle school Science (AEQ-KMS) and by reflecting characteristics of e-learning science class. With 226 questions in total, the questionnaire is composed to measure 9 kinds of achievement emotion such as enjoyment, hope, pride, relief, anger, anxiety, hopelessness, shame, and boredom under 3 academic situations of class situation, learning situation and testing situation. The result of this study has a great significance in the way that it set out a framework for making a comparative analysis quantitatively on the achievement emotion of Korean middle school students in science for e-learning classes.

• Journal of Korean society of Dental Hygiene
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• v.15 no.3
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• pp.371-377
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• 2015

Objectives: The purpose of the study was to investigate the relation between learning strategy and academic achievement in the dental hygiene students. Methods: A self-reported questionnaire was completed by 207 dental hygiene students in Gyeongnam from April 1 to 30, 2014. The questionnaire consisted fo 51 questions of learning strategy and 1 question of academic achievement. The data were analyzed using SPSS 17.0 program for descriptive analyses, t-test, Pearson correlation and multiple regressing analysis. Results: The organized strategy and learning time management had a significantly positive influence on high scores in the junior and senior students. Learning strategie(r=0.419) and cognitive strategies(r=0.343), metacognitive strategies(r=0.239), resource management strategies(r=0.415) had significantly positive correlation to academic achievement. Cognitive strategy of learning strategies(p<0.05) and resource management strategies(p<0.001) had a positive effect on higher academic achievement. Conclusions: The learning strategies will provide the dental hygiene students with active participations.

• Journal of the Korean Institute of Educational Facilities
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• v.20 no.5
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• pp.27-34
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• 2013

Public outdoor spatial environment and its convenient facilities are playing an important role in providing space for various student activities in university campus. Previous studies have shown that many socio-demographic-economic students' background and motivation have impacted the level of academic achievement. Moreover, research also contended that school facilities at some points also influenced students' academic performance. Thus, the aim of this research was to investigate the relationship between the level of academic achievement and satisfaction of various spatial environment through survey. For that purpose, one university campus was selected and evaluation indexes were categorized into five major components of physical and experimental environment, later supported by factor analysis. Correlation analysis found that extracted factors were significantly interrelated to academic achievement. Further, regression analysis also explored sense of belonging as major predictor of academic achievement. Finally the study suggested that campus plan be approached carefully, because such experimental environment as diverse club activities at outdoor environment is a key element to academic achievement even though rated low scores in satisfaction.

• Journal of The Korean Association of Information Education
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• v.13 no.3
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• pp.313-323
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• 2009

The objective of this paper is an implementation of analysing and predicting functions to promote self-directed learning for student's performance assessment system in programming subjects. By adapting Rubric model, the proposed functions inform a student of the assessment criteria and level to be carried out with respects to two-way specifications such as rational ability, problem solving ability and creativity. The proposed system also provides a graphical results of each ability instead of assessment result, for better understanding and analyzing himself/herself based on to the performance assessment and the result. Moreover, the proposed system contains a method to predict future achievement result with moving average technique. Therefore, an academic achievement can be precisely determined by himself/herself to estimate self-directed learning. The teacher can provide different level of educational resources such as supplement learning, problem explains and private instructor etc., in order to maximize efficiency of education.

• Journal of The Korean Association For Science Education
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• v.20 no.4
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• pp.611-623
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• 2000

The cooperative learning movement began as parts of the desegregation process in America, aiming at increasing academic achievement and social skills among diverse students. Cooperative learning may be defined as a classroom learning environment in which students work together in small heterogeneous groups. Although many studies have shown the effectiveness of cooperative learning in a variety of subjects, relatively few have focused on biology. In this study, we investigated the effects of cooperative learning on students' achievement and attitude of middle school biology students. For this purpose this study compared three sections. In one section, a cooperative learning strategy was used. Second section was taught in small groups and the third section was instructed in the traditional method. The unit 'Structures and functions of animals' was used. A total of 188 students were included in this study. These classes were treated for 10hours during 10weeks from September 1 to November 28, 1999. The pretests-posttests control group design was applyed. An analysis of covariance(ANCOVA) was used as the data analysis procedure. Significant differences were found in the achievement and the attitude of students using cooperative learning strategy(p<.05) when compared to traditional classroom structure and small group learning. Cooperative learning was more effective in the low-ability and average-ability students than the high-ability students in the science achievement. Cooperative learning is effective in both male and female students. And students in the cooperative group achieved better than those in other groups in affective, behavioral, and intention-cognitive domain of science attitude.

• Journal of Christian Education in Korea
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• v.72
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• pp.165-182
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• 2022

The purpose of this study is to explore the effect of cognitive Presence on Flow according to the level of interest among the most important factors that have an effect on academic achievement. This study targeted 162 people who took the teaching course of B University. For the study, data were collected through a survey on the level of interest, cognitive Presence, and Flow. In order to verify how cognitive presence affects flow according to the level of interest, multiple regression analysis was performed by dividing the collected data into low and high groups based on the average of the level of interest. As a result, the level of learning management of cognitive presence was .071 in the high level of interest, and the level of learning management was .143 in the low group of interest level. As a result of this, the effect of the level of learning management of cognitive presence on flow according to the level of interest was confirmed. Through the results of this study, a instructional design strategy that can be flow was suggested through supporting cognitive presence according to the level of interest.

• The Journal of the Korea Contents Association
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• v.14 no.11
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• pp.1008-1018
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• 2014

The purpose of this study is to investigate whether there are differences in academic self-efficacy and test anxiety between two groups(depending on gender and English achievement levels) of Korean middle school students. The subjects are 98 students who are 36 male and 62 female students. Two Questionnaires were administered to measure the learners' academic self-efficacy and test anxiety level. And the collected data were analyzed by t-test to examine the differences between two groups. The results of this study showed that there were statistically very significant differences in academic self-efficacy and test anxiety between two(male-female) groups. But there were no differences statistically in academic self-efficacy and test anxiety between two(high level-low level) groups. Further studies need to be conducted carefully considering the limitations of this study in terms of its instruments and subjects. Also the differences in other affective variables between two groups need to be studied in the future.

• Korean Journal of Environmental Biology
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• v.26 no.4
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• pp.343-348
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• 2008

The study is to investigate the effects of the constructivist instructional model using ARCS strategies (attention, relevance, confidence, and satisfaction) on the environmental conservation of environment textbooks of middle school. The subjects of this study were applied to 135 students sampled 2nd graders of a middle school in Busan. All students were divided three groups according to teaching strategies. The first experimental group is consisted of students who participated in the traditional teaching program, the second is students who participated in the constructivist teaching program, and the third is students who participated in the constructivist teaching program with ARCS strategies. The pre-conceptions test was administered to examine students' pre-conceptions before the instructions. After the instructions, students' acquisition of scientific conceptions, academic achievement, and learning motivation were also tested. On average, the degrees of academic achievement for the group with ARCS strategies were higher than those of other groups and shown a significant difference among three programs. Thus the constructivist teaching program with ARCS strategies was more effective programs in acquisition of environmental conservation conception and learning motivation than the two other teaching programs.

• The Journal of Korean Association of Computer Education
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• v.13 no.1
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• pp.27-36
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• 2010

Introducing algorithm and programming education to the middle school 'Information' curriculum is appropriate to develop higher thinking skills like problem solving ability and creativity that is the most important ability to the people living in the knowledge and information society. But to providing reduced algorithm and programming contents of higher education increase the cognitive burden on the students in the concrete operational period who is not yet reached to the formal operational period, and moreover transfering principles and strategies learned in the algorithm to the programming for the problem solving is difficult. For this study, student's developmental characteristics in the concrete operational period among cognitive developmental periods was considered, and FAAP(First-Algorithm After-Programming) learning model which can transfer algorithm to programming was developed, and finally the effectiveness of learning motivation and achievement to the concrete operational period's students was verified. Results of the tests showed that learning motivation and achievement of the concrete operational period's students that learned FAAP model were different significantly.

• The Journal of Korean Association of Computer Education
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• v.10 no.4
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• pp.125-133
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• 2007

Many researches have tried to introduce affective computing for Human-Computer Interaction (HCI). In the affective aspect, emotional memories significantly affect on people's cognitive processing activities. In this paper, to observe the effect of affective feedback for emotional state of learners in an e-learning environment, selected emotional feedback messages and delivery method are integrated into an e-learning system. Self reporting button for recognizing learner's emotional state are used for detecting learner's emotional states and the test results show that providing affective feedback to learner has positive effects in e-learning environment in terms of learner's academic achievements.