• International Journal of Advanced Culture Technology
• /
• v.11 no.2
• /
• pp.73-81
• /
• 2023

We conducted a survey related to study methods to identify the factors that have an influence on the academic achievement of university students and analyzed the results of this survey for correlation with students' GPA, which represents academic achievement. Test preparation and effective study habits were found to be the most important factors in overall student achievement. However, when divided by grade, maintaining health and satisfaction with school life are the most important factors for sophomores. Rather, in grades 3 and 4, time spent maintaining health is negatively reflected in improving academic achievement. Divided into gender, male students review or daily academic effort is an important factor in academic achievement, but in the case of female students, there is no difference in relative academic achievement because the amount of review and academic effort are small. For students who have experienced military service, review and test preparation are important to academic achievement, but for students who have not experienced military service, review has no effect on relative academic achievement.

• The Journal of the Convergence on Culture Technology
• /
• v.7 no.2
• /
• pp.217-226
• /
• 2021

Since Covid-19, many educational institutions no longer view online learning as an additional material, but use it as their main learning tool. In this study, we tried to summarize the definition of smart learning and examined how smart learning math classes affect academic achievement, mathematical interest, and attitudes. We manipulate groups that conducted smart learning and groups that conducted face-to-face learning, and compare academic performance, mathematical interest, and attitudes after six weeks of learning. As a result, we found that the smart learning group had a large values in all three factors compared to the face-to-face learning group. We also found moderating effect. Students with lower grades largely improved their academic achievement scores as the difference in attitude changes through smart learning compared to those with higher grades.

• Journal of Industrial Convergence
• /
• v.21 no.7
• /
• pp.41-49
• /
• 2023

In recent years, various educational institutions have used online certificate services to verify academic achievement related to graduation and grades. However, the certificate of the existing system has limitations in verifying and tracking whether it is true or not and detailed academic background. In this regard, cases of forgery/falsification of online/offline certificates continue to occur. This study proposes a blockchain-based verification method that is safe from forgery and alteration, focusing on university institutions. Necessary information such as detailed class categories for each department, attendance, and detailed grades was collected/analyzed to create a linkage relationship through blockchain. In addition, the system/network environment required for blockchain sharing was considered, and it was implemented as an extension module in the form of an independent web application. As a result of the block chain verification, it was proved that the safe trust verification of educational information and the relationship between detailed information can be traced. This study aims to contribute to the improvement of academic credential verification services and information security for Korean educational institutions in the future.

• Journal of Korean Elementary Science Education
• /
• v.29 no.4
• /
• pp.389-400
• /
• 2010

This study is focused on analyzing effects of Self-regulated learning on Academic self-regulation, Science achievement and Science Related Affective Domains. The subjects of this study were sampled from fifth grades of a elementary school in Seoul, 61 students. One class (31 students) out of selected two classes was applied to Self regulated learning Teaching Model, the other (30 students) took conventional methods of teaching. The experiment proceeded for 21 weeks, 51 times of classes. According to the results of this study, Self-regulated learning improved the children's Academic self regulation ability. Self-regulated learning improved the children's science achievement. Self-regulated learning improved the children's Science Related Affective Domains. Furthermore, six distinct dimensions of Academic self-regulation have correlation with scientific attitudes, interests of Science Related Affective Domains.

• Journal of Wellbeing Management and Applied Psychology
• /
• v.6 no.4
• /
• pp.33-39
• /
• 2023

Purpose: The purpose of this study is that the college age is an important transition period from youth to adulthood. Nursing students are unfamiliar with their field of study and need to adapt to a large amount of academic and practical training, so that they can have a better college life. An attempt was made to determine the effect of exam anxiety, academic stress, and alcohol dependence on the academic achievement of nursing students. Research design, data, and methodology: The subjects of the study were 130 students from all grades who agreed to participate in the study after expressing convenience among students attending the Department of Nursing at a university in Gyeongnam. The data collection period was from August 15 to September 15, 2023. It was about a month. The data investigation was conducted through a self-report survey. Results: Results showed that significant variables included exam anxiety, academic stress, alcohol dependency, parent relationships, peer relationships, and major satisfaction, explaining a total variance of 31.9%. Among these, the most influential factor was academic stress (β=-.352). Conclusions: This study identify factors influencing the academic achievement of nursing college students and hopes to contribute to formulating strategies for their growth and competence development.

• Journal of the Korean Data and Information Science Society
• /
• v.18 no.4
• /
• pp.973-983
• /
• 2007

Korea Military Academy has been using College Scholastic Ability Test(CSAT) and High School Grades(HSG) with other measures such as an Essay-type Test(ET), Physical Test(PT) and Personal Interview(PI) as criteria for entrance. The purpose of study is to investigate the properness of the criteria in admission decisions by examining the relationship between the college GPA and criteria, and the prediction of academic performance. The study showed that CSAT and HSG are significantly correlated with the college GPA, and these two criteria are better predictors for academic performance. Regression analysis also provided an important message that HSG is a better predictor than CSAT.

• Proceedings of the Korean Society of Computer Information Conference
• /
• 2017.01a
• /
• pp.225-226
• /
• 2017

본 연구에서는 컴퓨터 프로그래밍 수업에 참여하는 학습자들의 수업 이해를 돕고 학습 동기를 향상시키기 위해 수업과 연계된 다양한 학습 활동을 운영해보고 이중 성찰일지를 통한 학습 효과를 검증하기 위해 2년 동안 담당한 프로그래밍 수업에 적용해 보고 대상 학습자들의 성적 분석을 통해 학습 효과 정도를 제시한다.

• Journal of Families and Better Life
• /
• v.34 no.6
• /
• pp.1-14
• /
• 2016

The purpose of this study is to examine the relation among adolescents' perception of parental overprotection, goal-seeking orientation, self-handicapping and academic procrastination. Questionnaires were administered to 1200 male and female high school students in Gyeonggi Province. A total of 942 questionnaires were statistically analyzed through mean, standard deviation, frequency analysis, one-way analysis of variance, Pearson's correlation analysis, and multiple regression analysis. The major results of the study are as follows: First, adolescents' academic procrastination differed by school grades. Second, for the high-performing group, self-handicapping, goal-seeking orientation and parental overprotection were significant predictors of their academic procrastination. For the mid-level performing group, self-handicapping and goal-seeking orientation were significant predictors of their academic procrastination. For the low-performing group, self-handicapping was the only predictor of their academic procrastination. Third, for the high-performing group, self-handicapping meditated the relation between parental overprotection and academic procrastination. Those results provide useful information regarding proactive support or intervention for adolescents' academic procrastination.

• Journal of the Korea Academia-Industrial cooperation Society
• /
• v.19 no.5
• /
• pp.253-262
• /
• 2018

This study was conducted to investigate the effects of self-leadership, emotional intelligence, and academic self-efficacy on adjustment to college life among nursing college students. The subjects included 207 nursing college students in C City. Collected data were analyzed based on descriptive statistics, t-tests, ANOVA, Pearson's correlation, and stepwise multiple regression. Self-leadership, emotional intelligence, and academic self-efficacy had significant effects on student adjustment to college life with an explanatory power of 26.2%. Moreover, relationships between student's general characteristics and adjustment to college life revealed differences in self-leadership according to grades and marks, in emotional intelligence according to the grades and hours on the internet, in academic self-efficacy according to hours on the internet, and in adjustment to college life according to grades. Adjustment to college life was highly positively correlated with self-leadership and emotional intelligence. In short, the findings demonstrate that self-leadership and emotional intelligence had important effects on adjustment to college life among nursing college students and reveal a need to reinforce the development of programs designed to improve self-leadership and emotional intelligence to facilitate adjustment to college life.

• Korean Journal of Social Welfare
• /
• v.61 no.4
• /
• pp.287-306
• /
• 2009

This study examines the effect of children's school satisfaction on academic achievement using the Seoul Children Panel Study data. More specifically, this study aims to add new knowledge to understaning the causal relationship between school satisfaction and academic achievement by taking into account of temporal order of the events of interest. In the analysis, we examine the effect of school satisfaction at the 4th- and 5th- grades on academic achievement at the 6th grade while controlling for the other factors including the level of academic achievement at the 4th grade. The results show that children's school satisfaction significantly affects their academic achievement. The findings of this study have implications for the school social welfare programs that attempt to improve academic achievement of children by raising the level of school satisfaction among children.