• The Journal of Korean Association of Computer Education
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• v.17 no.1
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• pp.65-73
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• 2014

The purpose of this study is to examine how time management, usefulness, and interest predict m-learning outcomes. For this study, 144 high school students participated in m-learning activities during science classes. After 5 week of classes, they responded the following surveys: time management, usefulness, interest, satisfaction, perceived achievement and learning persistence. Multiple regression analyses with correlation applied to this study as a data analysis method. The results showed that time management, usefulness, interest significantly predicted learning satisfaction and persistence. In addition, time management and usefulness significantly predicted perceived achievement, Therefore, these findings imply that time management, usefulness should be considered for designing m-learning activities in high school science class.

• Journal of Korean Academy of Nursing
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• v.7 no.1
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• pp.80-87
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• 1977

The present study was undertaken to find the factors affecting academic achievement in a nursing school. 172 students were selected for this study and were divided into higher & lower 12 percent. Tools & measures used for this study were the interest test, personality test, test of self-concept, test of adjustment & school achievement. The major findings obtained from this study were as follows : 1. Factors affecting school achievement except intellectuality were thus : 1) Artistic interest, literary interest, scientific interest biological & scientific interest -physical affected the academic achievement . 2) Sociability, reasonability, depression & refractiveness affected the academic achievement. 3) Self criticism, total positive self-score, & personal self - score affected the academic achievement. 4) Adjustment to school, personal economics, health & value Morality affected the academic achievement. 2. Correlation between school achievement & interest, personality, self-concept or adjustment in the higher 81 lower group were thus; 1) There was a significant relationship between academic achievement & the following: artistic interest, scientific interest-biological, scientific interest-physical, out-door interest, refractiveness, sociability, responsibility, depression, self satis faction- score, personal self -score, social self - score, self behavior score, adjustment to school, health & values morality in the higher group. 2) There were no significant factors related with academic achievement in the lower group. 3. Difference or difference in relationship between higher & lower group in the interest, personality, self-concept & adjustment were as follows, : 1) There was a significant difference between higher & lower group in artistic -interest. literary interest, scientific interest-biological , out-door interest, sociability, depression, refractiveness, self criticism, total positive self score, personal self score, adjustment to school, personal economics, health & values morality. 2) There was a significant difference in relationships between higher & lower group in artistic interest, scientific interest, scientific 3) There was a significant difference in relationships between higher 8E lower group in artistic interest, scientific interest -biological, out -door interest , sociability, responsibility, refractiveness, depression, self identity score, self satisfaction score, adjustment to school, health, personality & value morality.

• Journal of the Korean Data and Information Science Society
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• v.14 no.3
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• pp.641-651
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• 2003

This study suggests the hybrid models for interest rate forecasting using structural changes (or change points). The basic concept of this proposed model is to obtain significant intervals caused by change points, to identify them as the change-point groups, and to reflect them in interest rate forecasting. The model is composed of three phases. The first phase is to detect successive structural changes in the U. S. Treasury bill rate dataset. The second phase is to forecast the change-point groups with data mining classifiers. The final phase is to forecast interest rates with backpropagation neural networks (BPN). Based on this structure, we propose three hybrid models in terms of data mining classifier: (1) multivariate discriminant analysis (MDA)-supported model, (2) case-based reasoning (CBR)-supported model, and (3) BPN-supported model. Subsequently, we compare these models with a neural network model alone and, in addition, determine which of three classifiers (MDA, CBR and BPN) can perform better. For interest rate forecasting, this study then examines the prediction ability of hybrid models to reflect the structural change.

• Proceedings of the Korea Inteligent Information System Society Conference
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• 2000.11a
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• pp.417-426
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• 2000

This study suggests integrated neural network models for Interest rate forecasting using change-point detection, classifiers, and classification functions based on structural change. The proposed model is composed of three phases with tee-staged learning. The first phase is to detect successive and appropriate structural changes in interest rare dataset. The second phase is to forecast change-point group with classifiers (discriminant analysis, logistic regression, and backpropagation neural networks) and their. combined classification functions. The fecal phase is to forecast the interest rate with backpropagation neural networks. We propose some classification functions to overcome the problems of two-staged learning that cannot measure the performance of the first learning. Subsequently, we compare the structured models with a neural network model alone and, in addition, determine which of classifiers and classification functions can perform better. This article then examines the predictability of the proposed classification functions for interest rate forecasting using structural change.

• Journal of Korean Elementary Science Education
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• v.24 no.5
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• pp.531-538
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• 2005

The primary purpose of the study was to investigate the degree of difficulty and the causes of the difficulties in science instruction reported by elementary teachers and students. The secondary purpose was to suggest the effective methods to both of them to improve the efficiency of science instruction. For this study, the survey was carried out on 322 students and 156 teachers in the 3rd, 4th, and 5th grades. The questionnaires consisted of interest, difficulty and its factors. The results of this investigation are summarized as follows; 1. Teachers had relatively higher interest than students in science instruction content(textbook). Furthermore, the units that teachers showed interest differed from those that students had. This means that there is a significant difference of interest in instruction process between teachers and students. 2. Teachers felt much higher difficulty than students in the content of science instruction. This shows that the degree of interest might have little relation with that of difficulty, and that teaching of science seemed more difficult than teaming. Moreover, there was a difference of difficulty in the units between the teachers and students. The result shows a distinctive difference of difficulty in 8 units of the 3rd grade, 9 units n the 4th grade, and 12 units in the 5th grade (p<.05, p<.001, p<.005, respectively). It means that the difficulty depended on the units. 3. Students responded that they are responsible for difficulty factors of teaming, otherwise teachers thought that students are responsible for it, when the factors were divided into student factor, teacher factor, and curriculum factor. 4. Students demanded many experiments in the lab as well as easy and interesting instructions in order to reduce the degree of difficulty and to improve the condition of science instructions. However, teachers demanded the expansion of experimental equipments and materials as well as the improvement of the lab condition.

• Proceedings of the Safety Management and Science Conference
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• 2002.11a
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• pp.305-319
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• 2002

International capital movement has made progress at global liberalization of finance and foreign exchange, international monetary norm changing into floating exchange rate system, easiness of collection of information and trade at improvement of information communication technology from early of 1970's. Results of empirical test for relation between foreign exchange rate or various determination factors of foreign exchange rate and interest rate are followed by next sentences. First, according to relation between foreign exchange rate and interest rate, correlation for each of variables after OECD entrance is increased. But, long-term ＆short-term interest rate is affected by Hanbo ＆ Kia's bankruptcy, continuous large scale coporates bankruptcy and crisis of foreign exchange. Therefore, financial instability is occured. If portfolio investment fund has been inflow as it is mollified by continuous shortage of foreign exchange and fall of country's credit rating, it is expected to have positive effect for long-term & short-term interest rate from appreciation of won against dollar. Second, results from relation between determination factor of foreign exchange rate and interest rate are followed by next sentences. If surplus of current account and goods account is continued, yield of corporate bond is to be stable. But, margin of surplus is expected to diminish after second quarter 98, and difference between external and domestic interest (after adjusting foreign exchange rate) is to be diminished. And if net inflows of foreign investor's fund (stock and bond) is diminished, it is to have negative effect for yield of corporate bond. According to foreign investor's investment movement of previous years, hedge md were stayed at least during two years in Mexico. It means that sudden capital outflow is not to be happened at Korea. But if external factors from depreciation of yen and China's renminbi are instable, interest rate is expected to increase from capital's outflows. Third, if it is to decrease instability of foreign exchange rate from increase in surplus of future current account, credit rating's upwardness, stability of yen and renminbi, foreign exchange rate is expected to be stable. It is expected to have continuous stability from short-term interest rate to long-term interest rate in this empirical test.

• Journal of The Korean Association For Science Education
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• v.36 no.3
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• pp.445-455
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• 2016

The purpose of this study is to identify the structural relationship among students' grit, interest, self-regulation ability, task-commitment and achievement within science learning. Our concern is understanding how grit is related to the other non-cognitive variables, i.e., interest, self-regulation ability, and task-commitment, which are widely known as significant predictors of science achievement. Based on literature review, we evaluated two hypothetical models in the frame of structural equation modeling as follows: first, grit was assumed to mediate relations of interest and self-regulation ability, and interest and task-commitment. Second, grit was assumed to have a direct effect on self-regulation ability and task-commitment independent of interest. In both models, grit was assumed to be indirectly associated with science achievement. A total number of 180 high school students (77 boys, 103 girls) participated in surveys on grit, interest, self-regulation ability, and task-commitment and reported their science test scores on mid-term/final exams. Results revealed that students' grit and interest were indirectly associated with their science achievement with the mediation of their self-regulation and task-commitment. We also found that task-commitment was highly correlated with interest and self-regulation. Furthermore, we found different patterns of correlations within the five variables between female and male students. From these results, we suggested that researchers need to investigate whether students' grit and task-commitment can explain their interest decreasing as they move to higher grade levels, how teachers can help students to maintain their interest in learning science from early childhood, and relationships of these non-cognitive variables and science achievement.

• The Journal of Asian Finance, Economics and Business
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• v.5 no.4
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• pp.35-44
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• 2018

The study is aimed at investigating the main factors that affect the interest rate yields, in the long-term. In addition, the study surveys the theories and literature relating to the determinants of interest rate. The importance of which is essential not only for governments, but also for banks and corporate financial risk management decisions, including risk exposures in banks and capital markets. Interest rate influences corporate profit as well as growth. For this purpose, the study examines the impact of budget deficit, risk-free rate, capital inflows, money supply and business cycles on real interest rate in Jordan. These factors are based upon well-established theories and straightforward practical view as interest rate determinants. Using data for (1990-2015), the study employed Johansen's co-integrating test, which takes into consideration the long-term unsynchronized relationships. The data is tested for normality, symmetric correlations, covariance diagonal and unit root. The results show that the government budget deficit, short-term risk-free interest rate, capital inflows, money supply and business cycle are long-term determinants of the real interest rate in Jordan. The coefficients of government budget deficit, short-term risk-free rate, money supply and business cycle all are inversely affecting the real interest rate, while capital inflows has a positive impact on the real interest rate.

• Journal of Korean Elementary Science Education
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• v.20 no.2
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• pp.239-254
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• 2001

The in-depth learning course newly established in the 7th National Curriculum of Science is for students who have mastered regular subject matters on a science topic and want to learn it more deeply or by different ways. Individual learners have their own unique intellectual properties. The study examined the effects of in-depth science learning using multiple intelligence activities on the science inquiry abilities and interests of elementary school children. This study involved two fifth-grade science classes in Busan. Each class was assigned to comparison and experimental group. The science topics covered during the period of the study were Units of Matter and Earth. After studying each regular content formulated by the National Curriculum, the students of comparison group experienced traditional practices of in-depth science, whereas those of experimental one performed the Multiple Intelligence(MI) activities related to the content. Students of both groups were pre- and posttested using the inventories of Science Inquiry Ability and Science Interest. Also, after instruction on the topics, students were interviewed to collect more information related to their loaming. The results are as follows. First, the science inquiry abilities of children were increased by using activities based on MI during the in-depth science teaming. Two inquiry processes, that is, the Prediction which is regarded as one of the basic process skills in science and the Generalization regarded as one of integrated process skills showed statistically significant differences between the groups, although the differences of other skills not significant but more improvements in experimental group than comparison one. Second, the in-depth science loaming through MI contributed to the increasing of interests of the children in science. The scores on Science Interest measured in pretest and posttest with the two groups showed st statistically significant difference. For interest in science instruction, children of experimental group showed high level of interest for the various MI activities, and, although the comparison groups' level of the interest was low, they revealed that they want to experience the MI activities in future instruction of science. Interviews with the children randomly selected from the experimental group when they completed the in-depth programs showed that most of them had much interest in MI activities. Especially, they attributed significant meanings to the experiences of teaming with their friends and doing activities that they want to do. These findings have important implications about usefulness of MI in science instruction. The results also highlight the need for science teachers to provide a variety of experiences and to create environments which encourage the children to use MI to learn a science topic.

• Journal of The Korean Association of Information Education
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• v.20 no.1
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• pp.57-68
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• 2016

The purpose of this study is to examine factors affecting flipped learning outcomes. For this study, 44 middle school students participated in flipped learning activities during science classes. After 5 week of classes, they responded the following surveys: intrinsic motivation, self-regulation, interest in class, interest in science, and learning achievement. Multiple regression analyses with correlation applied to this study as data analysis methods. The results showed that intrinsic motivation significantly predicted interest in class and interest in science. In addition, self-regulation significantly predicted learning achievement. Therefore, these findings imply that intrinsic motivation and self-regulation should be considered for designing flipped learning activities in middle school science classes.