• International Journal of Contents
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• v.15 no.1
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• pp.52-57
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• 2019

The purpose of this research is to evaluate teachers' perception of Korean's achievement standard-based testing system (ASTS) and its process of implementation, and to propose a method of evaluating students' academic aptitude based on university entrance examinations. The core of the 2015 Revised National Curriculum is asserted by changes in classroom instruction, specifically encouraging students' participation in class based on a new method to evaluate student achievement. A total of 124 teachers in charge of student career counseling in middle and high schools in the Jeonbuk province participated in the study. The schools implementing the new method of ASTS were using 61.6% for unit school cut-off point, as opposed to the existing fixed cut-off point of 38.4%. The teachers understanding of the achievement evaluation method was rated 3.54 on the 5-point Likert scale, implying that they had a relatively good understanding of the method. Some of the challenges associated with reflecting the scores from the new student ASTS include difficulty of comparing scores across schools; grade inflation; advantages and disadvantages associated with the type of high school; and the increased importance of university entrance examination. In the ASTS, the fairness during the evaluation of the high school grades and the consequently the reliability of the evaluation prove worrying. As an ultimate result, selecting students based on university admissions data became untrustworthy. There should be further discussions on how students' achievement obtained from the new ASTS should be applied during the university admission process and how students' academic aptitude can be assessed in order to set a direction for secondary school education.

• The Journal of Korean Academic Society of Nursing Education
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• v.19 no.4
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• pp.487-497
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• 2013

Purpose: The purpose of this study was to develop a rubric for simulation education and to evaluate this rubric's effect on academic achievement of nursing students. Methods: The rubric was developed through nursing expert's and student's negotiation. Content validity was verified. The participants were 144 undergraduate nursing students recruited from the one university in G city. The participants were given the simulation education for 15 weeks from July, 2011 through December, 2012.[LAB1] The rubric was presented to the experimental group before the course began but was not presented to the control group. The data were analyzed by t-test, $x^2$-test with SPSS win 17.0 program. Results: The simulation education rubric was to improve academic achievement. Looking at the results it significantly improved nursing competence and knowledge. Conclusion: The rubric had a positive effect on academic achievement. A rubric with a high reliability and validity in a number of areas needs to be developed, and there is a need to develop a standardized rubric for simulation education.

• Journal of The Korean Association For Science Education
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• v.31 no.6
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• pp.876-886
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• 2011

This study was carried out to investigate the difference of gender of academic self-efficacy, external motivation, interest and science achievement for high school students of Korea and to verify the structural relationship among these variables using PISA 2006 data. The major findings of this study are as follows. According to Multi-group analysis, Latent means analysis (LMA), where boys were used as the reference group, girls showed lower latent mean values on the academic self-efficacy, extrinsic motivation and interest. Academic self-efficacy was found to have a greater effect on achievement compared to external motivation and interest. According to structural equation modeling (SEM) analysis, academic self-efficacy and extrinsic motivation affected interest. Academic selfefficacy, external motivation, and interest affected science achievement. Lastly, interest mediated academic selfefficacy and external motivation on science achievement.

• Journal of Engineering Education Research
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• v.25 no.2
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• pp.22-31
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• 2022

This study was conducted to investigate the effect of learning style and lecture attitude on academic achievement in non-face-to-face lectures. Among students attending H University in the first semester of 2020. 1,880 students voluntarily participated in the survey. The questionnaire consists of 33 questions, and actual GPA was used to determine academic achievement. In this study, ANOVA and regression were utilized to find out the factors affecting academic achievement. The results are as follows. First, in the correlation between learning style types, the higher the avoidant learning style, the lower the independent, cooperative, and competitive types. Second, the higher the independent learning type, the higher the positive lecture attitude and GPA, and the higher the type of cooperative learning, the higher the negative lecture attitude. Third, the positive attitudes of 4th graders were higher than that of 1st graders. Fourth, there was no difference in learning style between colleges. Fifth, independent/competitive learning styles and non-face-to-face lecture attitudes had a significant effect on academic achievement in non-face-to-face lectures. In conclusion, in order to narrow the academic gap, instructors must identify the type of learning style. And it is necessary to consider students' preferences for non-face-to-face lectures.

• Journal of the Korean Data and Information Science Society
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• v.25 no.6
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• pp.1475-1480
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• 2014

This article analyzes the academic achievement of students who entered A university from 2011 to 2012 using grade point average (GPA). The purpose of this analysis is to find the relationship between admission factors and academic achievement. Contrary to our expectation, GPA of student selected from KSAT is higher than that of selected from CSAT. So, designing and running university entrance type, it is necessary to consider admission factors deliberately.

• The Journal of Korean Academic Society of Nursing Education
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• v.23 no.1
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• pp.48-56
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• 2017

Purpose: This study was conducted to identify the relationships between the perceived and actual achievement on skill performance assessment and identify the relation to learning motivation factors. Methods: A total of 80 senior nursing students currently studying at a university participated in the study in 2015. Students completed a performance examination of 20 nursing skills at the end of their 7-week training period; their performance was rated using checklists. Students then completed a survey, which included questions about learning motivation and perceived achievement level. Data were analyzed by descriptive statistics, Pearson's correlation, and Kruskal-Wallis test. Results: There was a weak correlation between perceived and actual achievement. Intrinsic and extrinsic goal-orientation and self-efficacy in learning motivation factors was significantly correlated to perceived achievement. Perceived achievement and self-efficacy in middle quartile of actual achievement were higher than other upper- or lower-quartile group. Conclusion: The findings suggest that the motivation factors of learners should be taken into account to maximize academic achievement in nursing skills training. In addition, it should be considered a strategy to reduce the gap between perceived and actual achievement.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.14 no.11
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• pp.5455-5464
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• 2013

The purpose of the present study was to investigate the role of self-regulated learning and academic burnout on the relationship between regulatory focus and academic achievement. The participants of this study were 312 university students and analyses for this study was conducted by using PASW 18.0 and Amos 8.0. The major achievements were as follows; Self-regulated learning confirmed mediating variable between regulatory focus and academic burnout, and academic burnout confirmed mediating variable between self-regulated learning and academic achievement. That is, regulatory focus had some effect on academic achievement through academic burnout based on self-regulatory learning. Finally, the needs of development about the counseling and the education approaches as a special intervention was discussed, and that approaches were reflected self-regulated learning to be improved and academic burnout to be reduced. Also, limitations and implications of subsequent further study were suggested in this research.

• Korean Journal of Social Welfare Studies
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• v.42 no.3
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• pp.183-206
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• 2011

This study examined the longitudinal relationship between academic achievement and school satisfaction using a data of the Seoul Panel Study of Children(SPSC). Fully autoregressive cross-lagged analysis and multi-group comparison were performed to measure the longitudinal relationship between two constructs as well as differences between poverty and non-poverty groups. The results showed that both academic achievement and school satisfaction were stable over time in non-poverty group. Academic achievement at the 4th grade significantly affected the school satisfaction at the 6th grade and it subsequently affected on the academic achievement at the 8th grade in non-poverty group. In contrast, academic achievement was not consistent over time in poverty group. Only the school satisfaction at the 6th grade affected the academic achievement at the 8th grade. The findings of this study have various practical implication for school interventions. It is more important to keep supporting the children to maintain the level of academic achievement in non-poverty group. While, in poverty group, it is essential to make school satisfaction and academic motivation increase with school attachment programs.

• Korean Journal of Culture and Social Issue
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• v.10 no.3
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• pp.37-59
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• 2004

This study examines longitudinally influences that parents have on their children's academic achievement and the mediating role of various psychological factors. In terms of parents-child relationship, the following variables are examined: Social support from parents, achievement pressure, parental expectation, sense of indebtedness to parents, and respect for parents. For adolescents functioning, the following variables are examined: Efficacy for self-regulated learning, achievement motivation, studying time, and academic achievement. In the first phase of the longitudinal study, a total of 961 Grade 6 students completed a questionnaire. In the second phrase, a total of 856 students completed a questionnaire when they were Grade 7. In the third phrase, a total of 830 students completed a questionnaire when they were Grade 9. In the third phase, a matched sample of 722 fathers and 767 mothers of the adolescents completed a questionnaire. From the sample, 694 matched sample of adolescents, mothers, and fathers have been selected for the following analysis. The results of the path analysis indicate that adolescents' past academic grade was the most powerful predictor of adolescents' current academic achievement. Second, a sense of indebtedness felt towards the parents increased adolescents' achievement motivation, which increased their studying time and which in turn positively affected their academic achievement. Third, adolescents' respect for their parents increased their efficacy for self-regulated learning, which had a positive effect on their academic achievement. Fourth, parental social support increased adolescents' efficacy for self-regulated learning and parental achievement pressure increased adolescents' achievement motivation. Fifth, parental expectation had positive influence on adolescents' academic achievement. Sixth, efficacy for self-regulated learning had direct positive influence on academic achievement. These results indicate that the past achievement is the most important predictor of adolescents' current academic achievement and parent-child relationship and efficacy for self-regulated learning are also important variables that influence adolescents' achievement.

• Journal of the Korean Society of Child Welfare
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• no.55
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• pp.1-29
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• 2016

The purpose of this study was to investigate the influence of household income on children's academic achievement, and to identify the mediating effects of parental time and material investment in the relationship between the two variables. We utilized the third-wave data of the "Seoul Panel Study of Children Surveys(SPSC, 2006)". The major findings of the present study are as follows. First, the results show that household income has a positive influence on children's academic achievement. Second, parental material investment fully mediates the influence of household income on children's academic achievement. Among the variables representing parental material investment, the mediating effects of "purchasing of cognitively stimulating materials" and "participating in extracurricular activities' are found to be statistically significant. However, the two variables representing parental time investment ("parent activities with child out of home" and "parent involvement in school") do not have any significant influence on children's academic achievement. These results indicate that the influence of household income on children's academic achievement can be better explained by parental material investment rather than parental time investment. Implications for policy and practice are discussed.