• The Journal of Korean Association of Computer Education
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• v.12 no.1
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• pp.15-22
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• 2009

Computer programming language learning has an educational effect on improving the high level abilities such as a logical thinking ability and a problem solving ability as well as on understanding a computer working process through the process of programming and debugging tasks. In this study, the Flow Theory is applied for the students to have inner learning motive and continue their learning in the programming language learning. For this, we developed teaching-learning strategies applied by Flow elements, and designed to the WBI. We also applied to the actual teaching-learning field designed WBI and verified the effects on the changes in the learner's Flow level and academic achievement. The result of verification, WBI learning applied by Flow Theory is effective on improving Flow level, making the students have the learning goal and spirit of challenging, forming feedbacks. Also Flow experiences have effect on improving academic achievement(programming ability) through the positive effects on the results of the learning.

• Journal of Convergence for Information Technology
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• v.9 no.2
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• pp.49-54
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• 2019

University education emphasizes the development of convergent as well as computational thinking, many universities provide software education to improve their problem-solving ability. In this study, we use Python programming based on problem-solving learning, and analyze the correlation between problem-solving learning satisfaction and academic achievement. A questionnaire survey was conducted among 143 students, we tried to analyze the relationship of problem-solving learning with actual academic performance using correlation and multiple regression analysis. The results indicate a relationship between satisfaction and academic achievement, and that it affects students' academic achievement. The ability to identify various problem situations and solve problems using computational thinking will become increasingly important, it is desirable that the universities provide software education based on problem-solving learning.

• The Journal of Korean Association of Computer Education
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• v.20 no.4
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• pp.15-25
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• 2017

The purpose of this study is to verify the effectiveness of the flipped class by comparing Python programming classes divided into flipped class and general class. The participants who participated in each class had 36 students, so that they could participate in the class without knowing the difference of the class method. The students's academic achievement was applied the two groups with similar test items, and then the overall achievement were compared. The analysis showed that the achievements in flipped class in the basic grammar and intermediate grammar were higher than those in the general class. As a result of gender achievement analysis, there was no effect on the type of instruction. However, male student were generally higher in academic achievement. In conclusion, flipped class in the programming is a good way to improve students' understanding.

• The Journal of the Institute of Internet, Broadcasting and Communication
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• v.14 no.6
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• pp.189-197
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• 2014

This study analyzed the characteristics of multiple intelligence and the levels of academic adjustment for the department and the major among undergraduate students majoring in IT. Seventy freshmen majoring in IT at the department of M, H University participated in this study and the basic major subject required for the department was Computer Language: I-C Language. Eight intelligence areas less controversial in Gardner's multiple intelligence theory were used; academic adjustment was manipulatively defined as the degree of adjustment for the department and the major among undergraduate students; and pleasure, flow, familiarity and relevance to the major, academic achievement, and major satisfaction were selected as variables through literature review. The undergraduate students majoring in IT showed high levels of interpersonal intelligence and intrapersonal intelligence, with insignificant gender differences. Significant correlations were found between multiple intelligence and academic adjustment. In particular, while pleasure and flow in C programming were found to be at low levels in academic adjustment, the significant correlation between linguistic intelligence in multiple intelligence and flow in C language was a very interesting finding. While significant correlation was not found between multiple intelligence and academic achievement, students who were more highly aware of the relevance to the major and who were more familiar with C language showed higher academic achievement. Lastly, limitations of this study were discussed; on the basis of the results, suggestions were made about prescriptive strategies to improve academic achievement for undergraduate students majoring in IT.

• Journal of The Korean Association of Information Education
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• v.15 no.2
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• pp.295-305
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• 2011

By using robot programming curriculums, we are able to help the learners to improve academic achievement. But these curriculums reduce the level of participation, because most of the robot programming curriculums consists mainly of understanding simple grammatical sentences. Storytelling provides a variety of educational methods to improve logical thinking of children on their experiences and offers positive learning motivations to the learners. In this paper, we proposed the robot programming curriculum using storytelling and implemented the system to support it. By using this curriculum and visualization tools in this system, children can make a robot story and model easily with others. In addition, this robot programming curriculum and system can provide learning motivation and academic achievement to the children continuously.

• Journal of the Korean Data and Information Science Society
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• v.26 no.4
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• pp.801-812
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• 2015

The purpose of this study is to increase the interest in mathematics-related curriculum and improve mathematics academic achievement of H/W majors. Firstly, this paper proposes the educational case study that develops the learner's ability, increases the interest and raises the employment rate in the unfavorable mathematics-related fields for the H/W majors. Secondly, this paper presents the future teaching method on mathematics-related curriculum that applies to the actually teaching-learning based on the computer programming in the field of the H/W. Lastly, this paper suggests the promising pedagogical method for mathematics by using the statistical analyses of academic achievements and surveys in order to present the effective conducting method of mathematics education.

• Journal of The Korean Association of Information Education
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• v.18 no.2
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• pp.213-224
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• 2014

STEAM learning, which combined software with hardware, can greatly increase algorithm improvement, problem-solving skills, integrated thinking ability etc. and can ultimately improve learning attitude and academic achievement. In this study, we developed STEAM learning model so that 6th graders who can fully understand the basic concept of programming can learn subject contents of national textbooks (5 kinds) with programming that combined six sensors attached Sensor_board with Scratch and applied it to 6th grade class and analyzed the results. As a result, the STEAM learning tool that combined Scratch with Sensor_board was analyzed to be suitable for most elementary school students to be evaluated. In the achievement evaluation of learning, 39.5% of students obtained more than 7 points out of perfect 10 in the average achievement level of 5 subjects so most students evaluated were analyzed to obtain satisfactory achievement. Therefore, STEAM learning using Scratch and Sensor_board, hardware is considered to be more effective than existing software-centered ${\times}$learning using only software.

• Journal of Digital Convergence
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• v.19 no.4
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• pp.49-55
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• 2021

This study analyzed the relationship between the characteristics of learners and the achievement level according to the language they learn in programming education for non-major students. The learner's characteristics were set as mastery goal, situaltional interest, cognitive engagement, and self-efficacy for performance, and path analysis was conducted to understand the relationship between the language used and the learning achievement. Situaltional interest and cognitive engagement were found to have an effect on self-efficacy for performace, and self-efficacy for performance had an effect on academic achievement. At this time, the type of programming language to be studied showed a moderating effect on learning achievement. Based on the results of this study, it is suggested that appropriate instruction is needed for each language used in programming lessons for software non-majors.

• Journal of Digital Convergence
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• v.17 no.12
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• pp.59-65
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• 2019

The purpose of this study is to investigate the effects of the learning environment on the learning achievement of the learners and to improve the learning achievement of the learners while accepting the fact that it is difficult to change the class environment in which the middle and large group. Among the learner's positive and cognitive factors, we examined the factors that can classify learners into homogeneous groups in programming learning. The difficulty level of the learning contents influenced factors that classify the homogeneous group, and the factors were analyzed by dividing the intermediate difficulty and the final achievement. In addition, we examined the factors that affect the difference between two grades in order to analyze factors affecting steady learning regardless of difficulty level. It was found that the learners' personal motivation influenced the learning achievement of easy learning contents, and the performance self - efficacy had influence on the learning achievement and achievement of difficult learning contents.

• Journal of Gifted/Talented Education
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• v.25 no.1
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• pp.119-138
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• 2015

This study analyzed the academic achievements on above-level testing of mathematics, physics, chemistry, and English in newly entering students of science specialized high schools. It can be expected that newly students of science high specialized schools have reached ceiling level in the middle school mathematics and science academic scores. Above-level testing(or off-level testing) is a test tool used to evaluate student's ability which are above-grade level. In this study, above-level testing tools were used to develop the same type examination paper of the 2013 Korean College Scholastic Ability Test(CSAT) in mathematics, physics, chemistry, and English. The conclusions of this study were as follow: First, the academic achievement level of science specialized high school freshmen were higher the average level of general high school senior because that over 50% of them are within the 5 grade of CSAT in mathematics, physics, and chemistry. In English, 19.3% science specialized high school freshmen have reached within the 5 grade of CSAT. Second, as a result of examining characteristics of academic achievement with respect to units of subjects, in mathematics, it was showed that the academic achievement of 'continuity and limit of a function' unit was higher, 'statistics' unit was lower. In physics, the academic achievement of 'Electricity and Magnetism' unit was higher, 'Waves and particles' unit was lower. In chemistry, the academic achievement of 'compounds in life' unit was higher, 'Air' unit was lower. In English, the academic achievement of 'practical sentence' of reading area was higher, 'Sentence' of writing area was lower. In conclusion, above-level testing provided a good strategy for identifying and determining appropriate programming interventions for gifted students who are two or more grade levels above their age-mates in achievements, aptitude, or ability.