• 산업융합연구
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• 제20권7호
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• pp.89-96
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• 2022

본 연구는 간호교육에 적용한 동료학습이 간호대학생의 자기주도 학습능력, 학업적 자기효능감, 학업성취도에 미치는 효과를 확인하기 위해 진행되었다. 연구설계는 비동등성 대조군 사전-사후 설계이며, 연구 참여에 동의한 G대학교 간호학과 재학생 중 총 229명을 대상으로 하였다. 정규수업 종료 후 실험군(N=117)에게는 10주 동안 매주 1회 이상의 동료학습 프로그램을 적용하였고 대조군(N=112명)에게는 10주 동안 개별 자율학습을 진행하게 하였다. 수집된 자료는 SPSS/WIN 21.0을 이용하여 기술통계, X²-test, independent t-test로 분석하였다. 연구결과 실험군에서 자기주도 학습능력(t=6.50, p<.001), 학업적 자기효능감(t=2.01, p=.046), 학업성취도(t=4.98, p<.001)가 대조군에 비해 유의하게 높은 것으로 확인되었다. 본 연구결과를 통해 동료학습이 간호대학생에게 미치는 긍정적인 영향이 확인되었으므로 간호교육의 교과 외 활동 설계 시 유용한 기초자료로 활용될 수 있을 것이다.

• 정보학연구
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• 제7권2호
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• pp.7-17
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• 2004

학업 성취는 긍정적인 측면에서 설명하면 학습 목표달성과 연관되어 이루어지는 교육적 기대치를 향상시킬 수 있다. 본 연구의 목적은 학업 성취에 관련된 여러 가지의 변수 관계와 관련된 요인을 분석하고 탐색하는 데 있다. 즉 과거의 성취도, 정보기술 활용 능력, 학업 수행자의 성과 기대치, 학업성취 목표 달성에 관한 발전단계를 연구한다. 본 연구는 정보기술에 기반하여 학업 성취도를 확인하는 발전단계에 있어서의 효과분석에 초점을 두고 있으며 본 연구에 참가한 참가자들에게 본인들의 기대치 척도, 정보기술 활용능력, 정보기술 능력시험, 기초지식 설문지를 작성케 하여 그 결과를 분석하였다. 경로 모형 결과를 기반으로 하여 학생들의 학업 성취도가 지난 과거의 성취도와 관련이 있다는 것에 연구의 초점을 두었다. 학업성취를 위한 발전단계에 관한 연구결과는 학업성취가 학업의 달성 수준을 등급화 하여 목표 달성의 정도를 파악하고 정보기술 능력이 학업성취도에 영향이 있다는 것을 제시한다. 현재의 연구 결과에 의하면, 과거 성취도에 대한 변수가 성과 기대치에 영향을 미친다는 것에 초점을 맞추어 조사하였으나 학업성취도를 예측하는 데에는 성공하지 못하였다.

• 한국문헌정보학회지
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• 제43권4호
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• pp.431-449
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• 2009

본 연구는 오픈 액세스 수용에 영향을 미치는 요인이 학술지 발행기관에 따라 그리고 학문 분야에 따라 어떠한 차이가 있는지를 밝히고자 하는 것을 목적으로 한다. 선행연구의 분석을 통해 학술지 발행기관의 오픈 액세스에 대한 태도, 능력, 자신감, 발행기관에 대한 사회적 압력 및 물질적 자원의 다섯 요인이 도출되었다. 학술지 발행기관에 따라서는 사회적 압력이 유의한 차이가 있는 것으로 나타났다. 이는 발행기관 회원들의 긍정적 인식을 위한 노력과 해당 기관에 대한 물질적 자원이 중요한 것임을 보여 주는 것이다. 학문분야에 따라서는 오픈 액세스에 대한 태도와 능력에서 유의한 차이가 있었으며, 이는 오픈 액세스에 대한 홍보 강화 및 능력이 있는 학문분야의 학술지를 오픈 액세스의 우선 대상으로 삼을 필요가 있음을 보여 준다.

• 수산해양교육연구
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• 제20권3호
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• pp.343-357
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• 2008

Generally, schooling is implemented by instruction in the classroom. And instruction is made progress by concrete interaction through teacher's question and students' answer or presentation. According to a lot of researches on teacher-student interaction, student's opportunity of class presentation is influenced by students' self-esteem, learning attitude, academic achievement, and relationships. And students' opportunity of class presentation is very important not only students but also social equality and democracy. Therefore, teachers have to recognize the importance of students' opportunity of class presentation. However, according to many referential researches, students' opportunity of class presentation is differentiated by students' academic ability and social-economic status. The purpose of this study was to ascertain whether students' opportunity of class presentation was differentiated by students' academic ability and social-economic status or not. The method of this study was used checklist, interview, and class observation for a month. This study indicates that in spite of some exceptional cases, many students were taken the opportunity of class presentation differently by his/her academic ability and social-economic status. And teacher does not recognize that whether she gives student's opportunity of class presentation differently or not. To be a good teacher, teacher should reflect that teaching students is not easy, and teaching students is very important. And teacher should recognize that her speaking, action, and interaction with students including students' opportunity of class presentation influences students' self-esteem, learning attitude, academic achievement, and relationships.

• Educational Technology International
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• 제13권2호
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• pp.233-255
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• 2012

The purpose of this study is to examine the relationships among the factors that affect technology knowledge, learning strategies with technology, and academic self-efficacy of college students. Technology and its utilizing ability is a critical competency for the learners to acquire to live in the Digital Era of 21st century. However, little is known about how the competency involving technology affects academic self-efficacy. To address the aim of the study, a survey was conducted with 39 questions including technology knowledge, learning strategies with technology, and academic self-efficacy targeting 137 students in A university. The result of the structural equation modeling shows that the technology knowledge of college students indirectly influences the academic self-efficacy. The learning strategies with technology are mediating variable linking technology knowledge with academic self-efficacy. Technology knowledge explains 71% of variance in learning strategies with technology. Therefore, college students need to keep up with knowledge of technology and improve learning strategies with technology to activate academic self-efficacy.

• 공학교육연구
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• 제22권5호
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• pp.3-12
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• 2019

Due to the expansion of rolling admissions and diversification of college admissions, the widening gap between the level of scholastic ability and academic performance is the reality of college education. Thus, based on the incoming class of College A, this study analyzes the correlation between incoming students who enrolled in a college mathematics course during their first semester. Through this analysis, this study searches for a way to efficiently instruct students from various learning backgrounds when enrolled in the same course. Also, this study searches for a solution to lower the deviation of college mathematics' academic performance among engineering majors by examining the efficiency of a joint managed college mathematics curriculum.

• International Journal of Advanced Culture Technology
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• 제9권4호
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• pp.237-247
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• 2021

The purpose of this study is to investigate the influences on the understanding and academic achievement in general chemistry according to chemical grades in high school and College Scholatic Ability Test. We investigated the difference between the completed subjects in high school and the elective subjects in the Test, degree of understanding of the general chemistry according to the subjects completed in high school, and the effects on the academic achievement of general chemistry by dint of the chemical grades in high school and the Test, etc. By the results of the student's perception survey, most of the students choose Chemistry I at the Test. It was found that the understanding of general chemistry was greatly affected by the chemical elective subjects of high school. Chemical grades in high school and the Test were found to have a significant influence on academic achievement of general chemistry.

• 수산해양교육연구
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• 제12권2호
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• pp.224-243
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• 2000

The purpose of this study is to analyze the effects of constructivist instruction applying cooperative learning skill on science academic achievement, science inquiry ability, self-regulated learning, and science related attitude. The subjects of the study were 157 2nd grade junior high school students in Pusan. Subjects were randomly assigned to two groups, experiment and control group. Two groups received 14 sessions training for about 1 month which was done by researcher. The experiment group received constructivist science instruction and the control group received teacher-centered instruction. Constructivist science instruction applying cooperative learning skill consists of five phases: problem recognition, hypothesis establishment, experiment observation, clarification, and application phases. The results of this study are as follows: Constructivist science instruction applying cooperative learning skill had a significant effect on science academic achievement, self-regulated learning and science attitude improvement of middle school students but had no significant improvement of science inquiry ability. And constructivist science instruction had an effect on science academic achievement improvement of the students having high level science inquiry ability. Research suggestions and implications for teaching are discussed.

• International Journal of Advanced Culture Technology
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• 제11권1호
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• pp.376-388
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• 2023

After a longitudinal analysis of the data on the college entrance examination of students enrolled in the Department of Chemistry Education at Gyeongnam from 2014 to 2021, the effect on the academic achievement of general chemistry according to the type of college entrance examination was studied. And the impact on the academic achievement of general chemistry according to the type of admission screening in face-to-face and non-face-to-face teaching-learning was also studied. As a result of analyzing the academic achievement of general chemistry by admission process, students admitted through occasional screening showed relatively high grades of A and B at 88.7%, and the ratio of grades of 1~3 of chemistry I in high school was high. On the other hand, in the case of students admitted through regular admission, the ratio of grades of A and B in general chemistry was very high at 94.3%, and the ratio of grades of 3~4 in chemistry I of the College Scholastic Ability Test was high. As a result of analyzing the academic achievement of general chemistry by class type and admission process, it was found that the grades of chemistry I by face-to-face classes had an effect on the academic achievement of general chemistry in non-face-to-face classes. In both admissions, the academic achievement of general chemistry by face-to-face classes was relatively higher than that of non-face-to-face-to-face classes.

• 한국간호교육학회지
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• 제22권1호
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• pp.42-50
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• 2016

Purpose: The purpose of this study was to investigate the effects of action learning on critical thinking disposition, communicative competence, and problem-solving ability in nursing students. Methods: The design for this was a nonequivalent control group pretest-posttest design was used for identification of the effects of lessons using action learning. The consenting participants were 184 fourth-year nursing students in D-city (Experimental group=95, Control group=89). Data was collected and the program was conducted from May 2 to July 19, 2015. Data was analyzed with an ${\chi}^2-test$, a t-test, and a paired t-test and utilized the SPSS win 21.0 program. Results: There were significant differences in critical thinking ability (t=5.00, p<.001), problem-solving ability (t=4.52, p<.001), and communicative competence (t=4.97, p<.001) in the experimental group compared to the control group. Conclusion: The study findings suggest that action-learning programs have proven to be an effective educational program for improving the critical thinking ability, problem solving ability, and communicative competence of nursing students. Action learning can be an effective teaching strategy.