• 공학교육연구
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• 제15권5호
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• pp.119-124
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• 2012

The influences of the basic academic skills to the scholastic achievement grades has been researched and we made a test of the basic academic skills(Korean language, mathematic, foreign language) to the students of engineering department in I college in Seoul and analyzed the correlation between the basic academic skills and the scholastic achievement grades. Results show that the scholastic achievement grades has a correlation(r=.456, p<0.01) to the average grade of the basic academic skill test. High level students of the scholastic achievement grades have a correlation(r=.292, p<0.01) to the mathematical department and the others have a correlation(r=.232, p<0.05 and r=.279, p<0.01) to the Korean linguistic department. The results of this study through multiple regression analysis indicate that the scholastic achievement has a relation on Korean language skill. As a result, It is recommendable that the mathematical basic academic skill programs are suggested to the high-level students of the scholastic achievement grades and the linguistic basic academic skill programs to the others. Also, the required basic linguistic subject is needed to the low-level students of the basic academic skills and in this paper, we propose the test and management system for the basic campus-life skills including the basic academic skills and the basic major skills.

• 한국학교ㆍ지역보건교육학회지
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• 제17권1호
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• pp.1-10
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• 2016

Objectives: The purpose of this study was to identify factors affecting school resilience among middle school students. Methods: The 388 survey samples were divided into high level group, middle level group and low level group in terms of the self-rated academic grades. Data were analyzed with $x^2$, ANOVA and regression analysis. Results: First, self-rated health, self-competence and school resilience were significantly different by academic grades. Second, the high and middle level group of self-rated academic grade showed the effect of self-competence(sport competence, self-worth) on school resilience. Conclusions: It was suggested to develop physical, mental and social health programs and policies were required for improvement of self-competence and the school resilience.

• International Journal of Internet, Broadcasting and Communication
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• 제7권2호
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• pp.137-141
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• 2015

The purposes of this study were to measure university academic achievement based on gender. We analyzed university academic achievement based on gender. The subjects for this analysis were 322 students from freshmen to seniors who received grades in their first semester in the computer engineering department at a university located in the Chungcheong area. The major findings of this study were as follows. First, the average university academic achievement was 3.01. Second, the university academic achievement of female students was higher than that of male students in the entire curriculum, liberal arts, and major subjects. Students showed higher academic achievement when their grades rose. Male students showed higher rate of rise when their grades rose compared to female students. This paper proposes that it is necessary to develop programs to further adaption to university life for males. Since male students showed significantly lower university academic achievement, various programs like counseling and mentoring are needed.

• 한국학교ㆍ지역보건교육학회지
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• 제25권3호
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• pp.1-15
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• 2024

목적: 본 연구의 목적은 청소년의 학업성적별 스마트폰 이용이 자살생각에 미치는 영향을 알아보기 위함이다. 방법: 제19차(2023년) 청소년 건강행태조사 원자료를 활용하여 총 52,875명의 표본을 분석하였다. 학업성적은 상, 중, 하로 분류하였으며, 학업성적별 스마트폰 이용시간, 스마트폰 의존도, 자살생각에 대해 x²검정, ANOVA, 로지스틱 회귀분석을 실시하였다. 결과: 첫째, 학업성적 '하', '중', '상' 순서로 스마트폰 이용시간, 스마트폰 의존도, 자살생각은 비율이 높은 것으로 나타났다. 둘째, 모든 성적 그룹에서 스마트폰 의존도는 자살생각에 영향을 주는 것으로 나타났다. 결론: 청소년의 올바른 스마트폰 이용과 자살 예방을 위하여 맞춤형 교육 및 정신건강프로그램의 개발이 필요하다.

• 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.

• 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.

• International Journal of Human Ecology
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• 제11권2호
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• pp.25-37
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• 2010

This study examined the relationships between parenting styles, academic achievement, and behavioral adjustment of adolescents in Korea. Using a sample of 181 parents and their children (13-15 years old), parents completed the Parental Authority Questionnaire and adolescents filled out the Youth Behavior Checklist (CBCL) and provided their school grades. Factor analysis was conducted on the PAQ to confirm the psychometric properties. Hierarchical regression analysis was computed to determine the relationship between maternal and paternal parenting styles, academic performance, and children's internalizing and externalizing behaviors. Regression analysis revealed that mother's authoritative parenting style was positively related with adolescents' grades in English. However, father's permissive was negatively related with adolescents' grades in English, Mathematics, and Science. Mother's permissive parenting styles showed negative effects of internalizing and externalizing behavior problems whereas father's permissive parenting styles showed positive effects of internalizing and externalizing behavior problems.

• International Journal of Human Ecology
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• 제14권1호
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• pp.29-39
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• 2013

The study examined how changes in time invested in private tutoring and academic achievement influenced each other through a multivariate latent growth model by using the data from the first to the third year presented in the KYPS. This study identifies not only how changes in the private tutoring experience exerted a direct influence on changes in academic achievement, but also measures what kind of changes in private tutoring and academic achievement had emerged over time. The detailed study results are as follows. First, the analysis of time invested in private tutoring showed that the higher the grades, the greater were the amount of time invested in private tutoring in the case of Korean language study. On the other hand, the results showed that in the case of English and mathematics, the higher the grades, the lesser was the amount of time invested in private tutoring. Second, private tutoring and academic achievement were all in a linear relationship. Third, it was shown that the time invested in private tutoring and academic achievement exerted a negative influence on each other according to the passage of time.

• 아동학회지
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• 제25권5호
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• pp.29-40
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• 2004

Three groups of maltreated Korean children (Grades 1 through 3) drawn from Child Protective Services (CPS) agencies were compared to a control group of nonmaltreated children on academic achievement as measured by standardized tests of reading, spelling, arithmetic, and writing. Findings were that maltreated children performed significantly below their nonmaltreated children on the standardized tests, in particular in arithmetic. In first grade, maltreated children did not perform below nonmaltreated children on writing and reading, but maltreated children gradually declined in academic performance in these skills. The older, grade 3, children showed more serious academic problems than the younger children (Grades 1 and 2) on four academic skills. This suggests that early experience of child abuse have a strong affect on children's academic achievement.

• 한국콘텐츠학회논문지
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• 제12권10호
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• pp.524-531
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• 2012

본 논문에서는 전문대학 학생들의 취업과 진로를 위한 기본적인 능력인 기초학습능력의 저하에 대한 개선방안에 대하여 논의한다. 기존에 제시되고 시도된 다양한 기초학습 능력 제고방안에 대한 사례 분석 및 서울지역 I 전문대학 사례를 조사하여 언어영역 학습능력에 대한 학점과의 상관관계를 분석하고 계열별 특성을 도출하여 계열에 적합한 기초학습능력 제고 방안을 제시한다. 본 연구수행을 기반으로 도출된 결과 및 시사점을 토대로 영역 및 계열에 기초한 기초학습능력 진단 및 평가관리시스템 구축 및 학생경력개발 시스템 내의 기초학습능력 미흡 학생에 대한 계열별 학생지도 방안 적용 등을 통한 본 논문 제안의 활용을 기대한다.