• 대한공업교육학회지
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• v.32 no.1
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• pp.33-54
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• 2007

The purpose of this study was to verify the effects of cooperative learning on academic achievement of the maintenance of intake and exhaust stroke education in the technical high school. The following null hypotheses were stated and utilized for the purpose of the study. (1) Taxonomy of educational objectives(cognitive, affective and psychomotor domain) and (2) the level of entering behavior To verify the hypotheses of the study, 2 parts(17 students in each part) of the second grades from technical high school were selected. The data were collected and interpreted statistically by t-test using SPSS(ver. 10) at the .05 level of significance. The result of this study were as follows; First, learning together cooperative learning had little effect on the academic achievement in the cognitive domain but the affective and psychomotor domain were more effective than the traditional teaching method on the taxonomy of educational objectives. Second, learning together cooperative learning was effective on the academic achievements of lower and higher ability group of students, while wasn't effective on middle ability group in the level of entering behavior.

• Journal of The Korean Association of Information Education
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• v.13 no.3
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• pp.359-370
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• 2009

This study analyzed the effects of augmented reality contents in the elementary school English curriculum. The study revealed the differences between study focus rate, study participation activeness, study activities consuming variables and instructional climate of a group that used augmented reality contents of the English curriculum produced by KERIS and ETRI in 2008, and a group that did not use the contents. As a result, there was no significant difference between the group that studied with augmented reality contents and the group that studied in a traditional method in terms of study focus rate. For study participation activeness, the traditional class had higher scores. On the other hand, the augmented reality contents class had an even spread of study activities consuming variables overall. In terms of instructional climate, the traditional class had higher scores in the amiable field. These results show that in English classes, the student's focusing skills and motivation for studies and stimulation of students' concentration are more related to results than the type of contents.

• Journal of The Korean Association For Science Education
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• v.19 no.1
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• pp.91-99
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• 1999

The researches related to students' preconceptions and conceptual change model have been reported that students' learning motivation is one of the key variable for the conceptual change. The effects of students learning motivations on conceptual changes were evaluated. Subjects of this study were 8th grade students. and they were divided into 2 groups. One group was taught by traditional teaching method, and the other group by concept change teaching model. After the intervention, learning motivations of the students were testified. The students of high motivation who were taught by concept change teaching model showed higher scores in the concept of chemical change than the students by traditional teaching method. But there was no difference in both groups of students who have low learning motivations. The learning motivations before the intervention. the motivations stimulated by classes. and the degree of concept understanding showed high correlation. The motivations stimulated by classes explain 23.3 % of the degree of concept understanding. The results seems to mean that students learning motivations contribute to the understanding of concepts. Especially confidence of learning as a subcategory of the learning motivation contributes significantly to the understanding of new concepts. In contrast, the traditional teaching methods and the teaching methods of concept change learning theory were not effective for the stimulation of students learning motivations.

• The Journal of Korean Association of Computer Education
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• v.9 no.5
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• pp.1-11
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• 2006

This study aims at identifying what effect ARCS model based instruction and cognitive style have on learning motivation and achievement in computer education. In order to accomplish this goal. 70 high school students were randomly allocated into the experiment group and the control group. And each group was divided into field-independent group and field-dependent group. The results were as follows. First, post test of learning motivation among four groups showed that mean differences were statistical significant. Especially 'ARCS model based instruction-field independent group got higher score than 'traditional instruction field dependent' group. Second, post test of learning achievement showed no significant mean difference among four group. The result of the pre and post test difference analysis showed that the change scores of means were significantly different.

• Journal of the Korean School Mathematics Society
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• v.15 no.4
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• pp.747-770
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• 2012

In this study, we develop the mathematical modeling teaching materials focused function units of mathematics textbooks and establish the appropriate teaching and learning model. Using mathematical modeling materials and developed instructional materials for teaching high school students is aimed to improve the academic achievement, mathematical attitude and fear. The problem of this study is as follows : First, between the groups using mathematical modeling and a traditional textbook teaching academic achievement groups showed that there is a difference? Second, between the groups using mathematical modeling and a traditional textbook teaching mathematics between groups showed that there is a difference of mathematical attitude and fear? Third, what are the lessons for the students' responses using mathematical modeling?

• Journal of Science Education
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• v.35 no.2
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• pp.283-294
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• 2011

The purpose of this study were to develop a tutorial for secondary students to understand of basic concepts of special relativity, which is appropriate for the cognition level of secondary student. We developed the concept evaluation tool and the tutorial material. Result from pretest and post-test are presented to verify the effect of the tutorial for helping student understanding of the concept such as time, event, reference frame, relativity of simultaneity. Secondary student had intense cognitive conflict about the complex concepts such as simultaneity, length contraction and time expansion. This tutorial could be proposed methodology to overcome cognitive difficulty for understanding these concepts.

• Journal of Korean Home Economics Education Association
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• v.17 no.3 s.37
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• pp.109-121
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• 2005

The Purpose of this research was to find out differences in motivation and achievement by gender between traditional group and ARCS group. The subjects were 217 first graders in six different classes from a middle school in Daegu. Each Class had Five lessons during 5 weeks. The collected data were analyzed using descriptive statistics, ANOVA and ANCOVA by SPSS 10.0 program. The results of this study are as follows : First, the ARCS group showed significantly higher score than the control group in motivation. But no significant difference was found between boys and girls and in interactive effects. Statistically significant differences were found in three factors of motivation - attention, relevance and satisfaction - from the ARCS model, but no significant difference in confidence. Second, there was no significant difference in students' achievement.

• The Journal of Korean Association of Computer Education
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• v.5 no.4
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• pp.99-109
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• 2002

The purpose of the research undertaken for this paper was to demonstrate the effects of WBI on students' achievement and their reactions. WBI was adapted for use on the lesson Theme of Poems in Korean textbook for Middle School second graders. Hypothesis 1 was that there would be meaningful differences in students' achievement between the experimental group using WBI and the controlled group in a traditional instructive class. And the statistical calculations showed that the experimental group produced larger numbers in terms of both the average and standard deviation. Hypothesis 2 was that there would be the more highly rated outcomes from the experimental group applying WBI for students' interest, understanding, and concentration. The responses to a Questionnaire concerning stated items showed significant differences in favor of WBI class. Based on these analyses, this thesis represents an effort to potential application of WEI to learning of Poems, in light of research evidence that reveals its respective effect to further students' achievement and interest.

• The Journal of Korean Association of Computer Education
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• v.7 no.4
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• pp.27-42
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• 2004

The objectives of this study were to investigate the effects of individualized instruction on students' achievement, course interest, attitude in Homepage Development lesson. A total of 204 eighth-graders in a girls' middle school participated in the study. The results showed that the individualized group made significantly greater achievement and revealed higher course interest than the traditional group. Subjects in the individualized group also had more positive attitudes toward the instructional program than did the traditional group. Prior computer experience didn't have significant interaction effects between the teaching methods.

• Journal of the Korean earth science society
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• v.25 no.6
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• pp.409-417
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• 2004

This study investigated the effects and development of instruction module using ICT on earth field at elementary school science. The effects by 5th graders appeared as follows; First. ICT-applied teaching method proved to enhance the science teaming achievement regardless of their grades compared to the ordinary one. Second, Instruction module using ICT devoted to improve 'self-directed learning characteristics' at all grades by comparition of the ordinary teaching method. The 5th graders showed the improvements in the fields of' openness', 'self-conception', 'initiative', 'future inclination', 'creativity', 'self-assessment ability' all of which belong to self-directed teaming characteristics. They did not, however, show meaningful effect on improving 'learning eagerness' and 'responsibility' improvement. Thirdly, ICT-applied teaching method proved that it is more effective for developing 'creativity' than the ordinary one at all sample grades. The effectiveness was presented highly at 'fluency', 'originality' all of which belong to creativity. They did not, however, show meaningful effect on improving 'flexibility'.