• 공학교육연구
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• 제18권1호
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• pp.54-60
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• 2015

본 논문은 자기주도학습과 심층면담 프로그램이 이공계 학습부진학생의 학업성취도에 미치는 영향을 연구한 것이다. 본 연구는 학점평균 2.5미만의 학생들 17명의 신청을 받아 진행하였으며, 15주 동안의 자기주도학습 프로그램 참여와 3차의 심층면담 결과, 평균 평점(GPA, grade point average)의 변화를 분석하였다. 그 결과 참여 과목의 학업성취도, 평균 평점(GPA, grade point average)이 높아지는 효과가 있었으며, 학습 필요성에 대한 인식이 긍정적으로 변화한 것을 확인할 수 있었다.

• Journal of the Korean Data and Information Science Society
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• 제25권2호
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• pp.411-422
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• 2014

본 연구는 2011학년도 입학하여 여섯 학기 연속 이수한 학생을 대상으로 평균 GPA의 초기값(intercept), 기울기 (slope), 2차항 (quadratic term)을 구하여 이수학기가 늘어나면서 평균 GPA가 어떻게 변화하는지 분석하였다. 구체적으로 이수학기가 늘어나면서 성별과 모집단위에 따라 평균 GPA의 초기값, 기울기, 2차항에 차이가 있는지 분석하였다. 그 결과 초기값에 영향을 주는 변수는 모집단위, 기울기에 영향을 주는 변수는 성별이며 2차항에 영향을 미치는 변수는 하나도 없었다.

• Journal of the Korean Data and Information Science Society
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• 제25권6호
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• pp.1475-1480
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• 2014

본 연구에서는 대학입학전형요소에 따라 대학생들의 학업성취도차이를 알아보기 위해 지방 A 대학교에 2011년부터 2012년까지 입학한 학생들의 총 평점평균을 이용하여 학업성취도를 분석하였다. 분석결과 학생부교과중심으로 선발한 학생보다 수능중심으로 선발한 학생들이 학업성취도가 높은 것으로 나타났다. 그러므로 대학입학전형을 계획하고 실행할 때 입학전형요소를 신중하게 고려할 필요가 있다고 생각된다.

• International Journal of Advanced Culture Technology
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• 제11권2호
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• pp.10-29
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• 2023

Grit or perseverance as a factor for student success and life has gained increasing attention. Statistical methods have been the norm in analyzing various aspects of grit, but they do not address the transient and dynamic behavior well. We, for the first time, developed two linear dynamical models that specifically address the feedback structure of a child's desire to achieve a high grade point average (GPA) and the necessary effort that will increase stress between parents and a child. We call the dynamical model as GSES (Goal, Status, Effort & Stress). The two dynamical models incorporate the positive (i.e., achieving a high GPA) and the negative sides (i.e., effort and elevated stress and thus unhappiness) for being gritty or perseverant. Different types of parenting style and a child's characteristics were simulated whether parents and a child are empathetic or stubborn to their expectations and stress (i.e., willing or unwilling to change). Simulations show that when both parents and a child are empathetic to each other's expectation and stress, the most stable situations with minimal stress and effort occur. When a stubborn parent's and a stubborn child were studied together, this resulted in the highest elevation of stress and effort. Stubborn parents and a complying or empathetic child resulted in considerably high stress to a child. Interference from parents may unexpectedly result in a situation in which a child's stress is seriously elevated. The GSES model shows the U-shaped happiness curve (i.e., reciprocal of stress) caused by the increasing and then decreasing goal

• 약학회지
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• 제58권4호
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• pp.250-254
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• 2014

Background: A new admission procedure was introduced to Korea when Doctor of Pharmacy (Pharm. D.) program was first established in 2011. In the new procedure, applicants are reviewed based on quantitative qualifications, which include Pharmacy Education Eligibility Test (PEET) scores, Test of English for International Communication (TOEIC) scores, and grade point average (GPA), as well as qualitative qualifications such as essay writing, extracurricular activities including volunteer experiences. Purpose: This study aimed to find relationships between entrance qualifications and academic performance of pharmacy students. Method: Entrance qualifications and academic performance of 164 first-year students were analyzed from 2011 to 2013 at Catholic University of Daegu. Other characteristics such as age and gender were also considered in the study. Results: Only GPA and TOEIC scores showed positive Pearson correlation with academic performance, while PEET scores did not. Conclusion: GPA and TOEIC scores could potentially have predictive validity for academic performance in pharmacy school. PEET scores, however, should simply be considered as pre-entrance qualifications, without predictive validity for academic performance.

• 공학교육연구
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• 제16권1호
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• pp.64-74
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• 2013

This study investigated the effect of engineering education accreditation on employment rate at the University of Seoul. The graduates who had been educated in the accredited program showed higher grade point average (GPA) and higher employment rate (89.0%) than the graduates who had been educated in the program without the accreditation (70.9%). The employment rate of all graduates increased with increasing GPA, the mathematics-science-computer (MSC) credit acquired, design credit acquired, and the number of interviews with supervising professors. Theses results showed that the MSC and design subjects and the counselling are at least beneficial in getting a job for students at the University of Seoul. When GPA, design credit acquired, and the number of counselling are the same, graduates with the engineering education accreditation showed much higher employment rate than the graduates without the accreditation. These preliminary results suggest that the engineering education programs with accreditation at the University of Seoul are beneficial for students in getting a gob through motivating them to acquire more credits in design subjects, doing greater number of counselling with supervising professors, and making better academic achievement. In addition, the engineering education accreditation at the University of Seoul helped students developing their personal skills such as team workability, communication skills, and creativity via carrying out design subjects, which may affect the employment rate indirectly.

• 한국컴퓨터정보학회논문지
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• 제28권3호
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• pp.167-175
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• 2023

코로나19 상황에서 대면과 비대면 수업 형태에 따른 대학생의 취득학점과 성적 평점 평균점수가 어떻게 변화되었는지를 연구하게 되었다. 본 연구를 위하여 액세스 데이터베이스를 이용하여 성적데이터를 추출하였다. 연구대상으로 3학기 동안에 152명의 학생들을 대상으로 비대면 수업과 대면 수업에 참여한 학생들의 취득학점 점수와 평점평균값, 중간고사, 기말고사, 과제물 점수, 출석점수를 비교 분석하였다. 분석방법으로는 독립표본 t검정 통계처리를 하였다. 대면반 학생의 취득학점과 평균평점 점수가 더 우수하다는 결론을 얻을 수 있었다. 그 결과 대면반 학생들이 비대면반 학생들의 취득학점 보다 4.39점 높게 나타났고, 평균평점 값이 0.6642점 높게 나타남을 실험 결과를 통하여 알 수 있었다. 비교분석 결과 통계적으로 유의하게 나타났으며, 대면반 수업은 평균 21.22, 비대면반 수업은 16.83점으로 비대면반보다 대면반수업의 학점 취득 점수가 상대적으로 높은 평균 점수를 나타내었다. 결론적으로 대면 학생들의 성적이 비대면 학생의 성적보다 전반적으로 더 높았고, 수업에 참여도가 대면 학생들이 더 높게 나타났음을 확인 할 수 있었다.

• The Journal of Asian Finance, Economics and Business
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• 제9권10호
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• pp.169-177
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• 2022

The main aim of the paper is to assess the level of financial literacy among business students. It further aims to investigate the role of external factors that may determine financial literacy. The external factors considered in this study are gender, grade point average, specialization, financial education, and financial socialization. Standard scales such as the Test of Financial Literacy, the Big Three, and other instruments were adapted to measure Financial Knowledge. Further, the study also explored relationships between several factors and the financial knowledge of students. These factors included a student's gender, specialization, number of finance or related courses studied, current Grade Point Average, and financial socialization. A total number of 303 valid responses were received through an online questionnaire administered to business students studying in a public university in the country. Statistical tests namely independent samples t-Test, one-way ANOVA, and correlation analysis were performed in SPSS 28.0. Results show that the overall financial knowledge of students is above average. Gender, number of finance or related courses, and financial socialization do not exhibit any significant relationship with financial knowledge. Current GPA and specialization show significant relationships. The findings of this study have important sectoral and research implications.

• 치위생과학회지
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• 제19권3호
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• pp.170-180
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• 2019

Background: Recently, competency-based education has been reorganized in the dental hygiene curriculum. In education, non-cognitive factors are emphasized. Grit, the non-cognitive ability to persevere to achieve an individual's long-term goals, is emerging. This study aims to identify the degree of grit and core competencies in students and to investigate the relationship between them and the factors that affect these core competencies. Methods: This study was conducted using 350 dental hygiene students who were randomly assigned a structured questionnaire to complete. The final analysis included 321 students. The survey contents evaluated grit, core competencies, and general characteristics. The difference in the degree of grit and core competencies in conjunction with the general characteristics of the subjects was analyzed using the t-test/Mann Whitney U-test and the ANOVA/Kruskal-Wallis H test. Multiple regression analysis was then conducted to determine the factors affecting the core competencies of the subjects. Results: The difference of 'grit' according to general characteristics was statistically significant in 'major satisfaction', 'relationship', 'perceived academic achievement', 'grade point average (GPA)'. The difference in 'core competency' according to general characteristics was statistically significant in 'grade', 'department selection', 'major satisfaction', 'relationship', 'perceived academic achievement', 'GPA'. Among the sub-areas of 'grit', 'perseverance of effort' showed a high correlation with 'core competency' and was statistically significant. As a result of regression analysis, 'major satisfaction', 'perceived academic achievement' and 'grit' of dental hygiene students had a statistically significant influence on 'core competency'. Meanwhile, 'GPA' was not seen to be statistically significant in 'core competency'. Conclusion: Grit, a non-cognitive factor, had a statistically significant effect on core competency, while the effects on GPA, a cognitive factor, were not statistically significant. Among the sub-factors of grit, 'perseverance of effort' had a statistically significant effect on 'problem-solving competency' and 'academic competency', which are 'core competency' sub factors.

• Journal of Yeungnam Medical Science
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• 제34권1호
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• pp.62-68
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• 2017

Background: This study was conducted to examine the academic achievements of first year medical students in one medical school based on their characteristics and student selection factors of admission. Methods: The admission scores of student selection factors (Medical Education Eligibility Test [MEET], grade point average [GPA], English test score and interview) and demographic information were obtained from 61 students who had interviewed (multiple mini interview [MMI]) for admission (38 graduate medical school students in 2014, 23 medical college-transfer students in 2015). T-tests and ANOVA were used to examine the differences in academic achievement according to the student characteristics. Correlations between admission criteria scores and academic achievements were examined. Results: MEET score was higher among graduate medical students than medical college transfer students among student selection factors for admission. There were no significant differences in academic achievement of first grade medical school between age, gender, region of high school, years after graduation and school system. The lowest interview score group showed significantly lower achievement in problem-based learning (PBL) (p=0.034). Undergraduate GPA score was positively correlated with first grade total score (r=0.446, p=0.001) among admission scores of student selection factors. Conclusion: Students with higher GPA scores tend to do better academically in their first year of medical school. In case of interview, academic achievement did not lead to differences except for PBL.