• 한국초등과학교육학회지:초등과학교육
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• 제21권1호
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• pp.101-109
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• 2002

A cooperative teaming has been taken to consolidate the autonomous motivation of students and to develop a desirable attitude in a mutual cooperative atmosphere. Some studies on the reward effect showed that the reward after the evaluation, in the processes of cooperative learning, worked on students' learning motive directly, and the group reward was effective in learning attitude and the individual reward in academic achievement, respectively. Assuming that the group reward and the individual reward are organized and applied as a complex reward, the effects of rewards will appear, this study examined the effect of the complex reward on academic achievement and teaming attitude. For this study. 2 classes were randomly selected out of a elementary school in Gwangju and the teaming unit was based on chapter 4「The structure and function of plants」 in the 5-1 elementary Science textbook. This research has been done for 4 weeks after the students learned STAD for 8 weeks previously. The learning attitude was examined in pre and post tests, and the academic achievement was inspected twice at 2-week intervals after the pre test. The results were analysized by the SAS program In the case of academic achievement, both groups showed a significant improvement(p<.05). The experimental group showed no significant improvement in the first test, compared with the control group(p>.05), but after 4 weeks, it showed a significant improvement in the second test, compared with the control group(p<.05). From this result, it is identified that the reward should be done for a long time and the individual reward of the complex reward is successful in improving academic achievement. However, in the case of learning attitude, there was no meaningful difference in both groups(p>.05). But the control group showed a significant improvement, compared with the experimental group(p<.05). According to this result, it is indicated that the group reward only is more effective in improving learning attitude and complex reward can decrease the individual competition in experimental group.

• 한국가정과교육학회지
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• 제13권2호
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• pp.59-72
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• 2001

This study investigated the effects of factors on the academic achievement in the 'Food and Nutrition' units in the Practical Arts : factors such as gender. family and home environment. and participation in. interest in attitude toward. and encouragement by mother in meal management. The factors were surveyed for 453 grade four elementary students (226 boys and 227 girls) and their mothers in Busan. The extent of participation in meal management. of interest. of attitude. and of the mother's encouragement was broken into three groups. Upon completing the 'Table Setting with Fruits'unit. the students'academic achievements were evaluated and compared according to these factors. The results were as follows : 1. The girls participated in meal management more frequently than the boys. Most of the children exhibited a high interest. the girls showing a higher interest than the boys. Both sexes showed a positive attitude toward meal management. Mothers encouraged girls more often than boys to manage meals at home. 2. The academic achievement of the girls was higher than that of the boys. Children living in apartments and more affluent environments scored higher than those who were less well off and living in independent households. 3. Those who frequently participated in meal management. exhibited a high interest. and showed a positive attitude towards it. achieved higher scores than those who showed a lower interest. less positive attitude. and only occasionally participated in it. 4. Those who were encouraged frequently to manage meals by their mother showed a tendency to score higher than those who wee encouraged only occasionally. In conclusion. academic achievement in the 'Food and Nutrition'units in Practical Arts was affected by gender. domestic economy. type of residence. participation in meal management in the home. interest in it. attitude toward it. and encouragement in participation by the other. Thus academic achievement in food. nutrition. and meal management is dependent upon both the school and home environments. Children would learn more in the 'Food and Nutrition'units when their parents set a positive and encouraging environment in the home.

• 한국치위생학회지
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• 제15권2호
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• pp.303-310
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• 2015

Objectives: The purpose of this study was to examine the influence of cooperative learning on the learning attitude and self-directed learning capability of learners. Methods: The subjects were 50 sophomores enrolled in cooperative learning for 12-week period from March to June, 2014. A self-reported questionnaire was completed by the subjects. The instruments were 16 questions of learning attitude, 32 questions of self-directed learning, academic achievement, and 12 questions of satisfaction with instruction by Likert 5 scale. Cronbach's alpha was 0.84 in the previous study and 0.78 in this study. Self-directed learning was modified by Yoo and Cheong. Cronbach's alpha of self-directed learning was 0.86 in this study. Academic achievement was assessed by before and after the cooperative learning class. Cronbach's alpha was 0.95 in this study. Their learning attitude and self-directed learning capability were evaluated before and after the cooperative learning, and their satisfaction with the instruction and academic achievement were assessed by the written examination. Results: The score of learning attitude increased from 2.89 in the pretest to 3.38 in the posttest. The self-directed learning of the students increased from 2.98 in the pretest to 3.48 in the posttest. The academic achievement of students also increased from 82.0 in the pretest to 85.2 in the posttest. The satisfaction with instruction was 4.24 of Likert 5 scale. There were significant differences in satisfaction with instruction, cooperative learning and academic achievement. Conclusions: It is important to develop the cooperative learning program linked to self-directed learning for the dental hygiene students continuously. This study will provide the basic data and information for the development of new teaching methods for the dental hygiene.

• 공학교육연구
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• 제25권2호
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• pp.22-31
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• 2022

This study was conducted to investigate the effect of learning style and lecture attitude on academic achievement in non-face-to-face lectures. Among students attending H University in the first semester of 2020. 1,880 students voluntarily participated in the survey. The questionnaire consists of 33 questions, and actual GPA was used to determine academic achievement. In this study, ANOVA and regression were utilized to find out the factors affecting academic achievement. The results are as follows. First, in the correlation between learning style types, the higher the avoidant learning style, the lower the independent, cooperative, and competitive types. Second, the higher the independent learning type, the higher the positive lecture attitude and GPA, and the higher the type of cooperative learning, the higher the negative lecture attitude. Third, the positive attitudes of 4th graders were higher than that of 1st graders. Fourth, there was no difference in learning style between colleges. Fifth, independent/competitive learning styles and non-face-to-face lecture attitudes had a significant effect on academic achievement in non-face-to-face lectures. In conclusion, in order to narrow the academic gap, instructors must identify the type of learning style. And it is necessary to consider students' preferences for non-face-to-face lectures.

• 한국가정과교육학회지
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• 제26권2호
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• pp.101-118
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• 2014

이 연구는 청소년의 개인, 가족, 학교 특성에 따라 봉사활동 태도에 차이가 있는지를 알아보고 청소년의 봉사활동 태도에 영향을 미치는 개인, 가족, 학교 특성을 규명하고자 경남지역 중 고등학교 재학생 450명으로부터 설문조사한 자료를 분석하였다. 주요 결과는 다음과 같다. 첫째, 청소년의 봉사활동 태도는 개인 특성 중 성별, 종교, 학교 성적에 따라 차이가 있었다. 둘째, 청소년의 봉사활동 태도는 가족 특성 중 부모의 관심과 지지, 가족의 봉사활동 참여도에 따라 차이가 있었다. 셋째, 청소년의 봉사활동 태도는 학교 특성 중 교사의 관심과 지지에 따라 차이가 있었다. 넷째, 회귀분석 결과 청소년의 봉사활동 태도에 영향을 미치는 요인은 개인 특성 중에서 성별, 종교, 성적, 도덕성, 가족 특성 중에서 부모의 관심과 지지, 학교 특성 중에서 교사의 관심과 지지였다. 청소년의 봉사활동에 영향을 미치는 변수의 상대적 영향력은 부모의 관심과 지지, 도덕성, 성적, 성별, 교사의 관심과 지지, 종교의 순이었다. 이러한 결과는 청소년의 봉사활동 활성화를 위해 가족과 학교 등 청소년의 환경 체계가 관심을 갖고 청소년의 특성에 맞는 자원봉사 프로그램을 개발할 필요가 있음을 시사한다.

• 한국초등과학교육학회지:초등과학교육
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• 제33권3호
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• pp.510-523
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• 2014

Modern society is rapidly changing in the fields of science and technology, with new information and knowledge constantly being discovered. So enhancing the creativity and positive attitude of students is important. STEAM education enables students to develop their creativity, personality, intelligence and sensitivity with a well-balanced curriculum. In this study, considering the student's interest, a theme-centered STEAM program was developed in the 'Strata and Fossils' unit of elementary 4th grade science. The purposes were to find the impact on the academic achievement, creative problem solving abilities, and scientific attitude of elementary school students. The STEAM program are composed of contents which can be applied effectively indoors. As application results for STEAM program to J elementary school's students in J province, the experimental group increased significantly in the academic achievement, creative problem solving abilities and scientific attitude compared to the control group. Therefore, it is necessary to be developed continuous and systematic STEAM programs in units of various subjects to improve the students' academic achievement, creative problem solving abilities and scientific attitude.

• 한국초등과학교육학회지:초등과학교육
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• 제35권1호
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• pp.78-88
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• 2016

The purpose of this study was to examine the effects of science lesson with the application of Flipped Learning on science academic achievement and scientific attitude of students. The experimental group was composed of 50 students and the comparative group was composed of 50, both in $6^{th}$ grade. The two groups were statistically equivalent in their science academic achievement and scientific attitude when pre-tests were conducted. The experimental group received science instruction applied with Flipped Learning and the comparative group took typical science lesson according to a teacher's guide. The results of this study can be summarized as follows: First, the science lesson with the application of Flipped Learning was more significantly effective in improving students' science academic achievement than traditional science lesson. Second, the science lesson combined with Flipped Learning enhanced scientific attitudes of students with meaningful difference more than typical science lesson. Third, a survey research was conducted to the experimental group about their cognition on the lessons with the application of Flipped Learning. Many students had positive thoughts on this lesson and they thought the lesson was very interesting and understandable.

• 과학교육연구지
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• 제35권2호
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• pp.119-126
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• 2011

이 연구의 목적은 고등학교 화학 I 교과에서 small-scale chemistry (SSC)를 활용한 실험수업이 고등학생들의 학업성취도와 과학적 태도 및 과학에 관련된 태도에 미치는 영향을 알아보는 것이다. 연구를 위하여 고등학교 2학년 2개 학급을 실험집단과 통제집단으로 나누어 실험집단에는 SSC를 활용한 실험수업을, 통제집단에는 교과서에 제시된 전통적인 실험수업을 실시하였다. 연구 결과, SSC를 활용한 실험수업은 전통적인 실험수업에 비해 학업성취도를 향상시키는 효과가 있었으며, 과학적 태도에서는 자진성과 끈기성 및 협동성을, 과학에 관련된 태도에서는 과학의 사회적 의미와 과학교과에 대한 태도 및 과학에 대한 태도를 향상시키는 효과가 있었다. 그러므로 교육 현장에서는 SSC를 활용한 실험수업을 고등학교 화학교과에 적극적으로 활용할 필요가 있다.

• 문화기술의 융합
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• 제9권4호
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• pp.211-221
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• 2023

이 연구는 강의평가의 대상에 학업성취도를 추가하여 평가의 타당성을 높이고, 수업태도에 대한 통제정당성을 검증하고 수업태도 보정지수를 개발하여 평가의 신뢰성을 높이기 위한 목적으로 실시하였다. 연구의 결과는 다음과 같다. 첫째, 학생의 수업태도는 강의만족도에 유의미한 영향을 미치는 것으로 확인되었다. 수업태도가 긍정적일수록 강의만족도가 높아지고, 수업태도가 부정적일수록 강의만족도가 낮아지는 것으로 나타났다. 둘째, 학생의 수업태도는 학업성취도에 유의미한 영향을 미치는 것으로 확인되었다. 수업태도가 긍정적일수록 학업성취도가 높으며, 수업태도가 부정적일수록 학업성취도가 낮은 것으로 나타났다. 셋째, 강의만족도는 학업성취도에 유의미한 영향을 미치지 못하는 것으로 확인되었다. 강의만족도가 높다고 해서 강의품질이 높다고 할 수 없으며, 강의만족도가 낮다고 해서 강의품질이 낮다고 할 수 없다는 의미이다. 넷째, 수업태도로 인해 왜곡될 수 있는 강의만족도 결과를 보정하기 위한 강의만족도 보정지수를 개발하였다. 결론적으로 강의만족도외에 학업성취도를 평가대상으로 추가하여 강의평가의 타당성을 제고하고, 강의만족도 보정지수를 적용하여 강의평가의 신뢰성을 제고해야 한다.

• 한국생활과학회지
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• 제23권4호
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• pp.709-720
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• 2014

The purpose of this study is to examine the effect of breakfast eating on learning attitude, academic efficacy and self-rated mental health. Survey was carried out with 460 subjects of the 5th grade elementary school student in Daejon area. The study subjects were divided into 3 groups with frequency of eating breakfast defined as an intake of 7 d/wk, 3-6 d/wk and 0-2 d/wk. The results are summarized as follows. The frequency of eating breakfast was 7 d/wk in 52.4%, 3-6 d/wk in 35.4% and 0-2 d/wk in 12.2% of the subjects. The most common pattern of breakfast was the traditional Korean style. The students who have breakfast every day(7 d/wk group) show better learning attitude and academic efficacy(p<.001) and positive on self-rated mental health while 3-6 d/wk and 0-2 d/wk groups were negative(p<.001). In conclusion, regular breakfast eating group shows better learning attitude, academic efficacy and self-rated mental health so that they have positive health status and academic achievement.