• Journal of the Korea Academia-Industrial cooperation Society
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• v.13 no.5
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• pp.2023-2029
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• 2012

The purpose of this study were to identify the effect of Learning Together(LT) on underachiever's academic achievement and learning attitudes. To solve above study purpose, the subject of this study were 20 second-grade underachiever selected from two classes of middle school. The subject classified into two group. In this study, the experimental group were participated in LT method and comparison group were participated lecture-centered instruction. Experimental period were 8 weeks. After the experimental treatment, underachiever's academic achievement and learning attitudes carried out post-test. And the results of the data were analyzed by t-test and MANOVA. The results were as follows: A academic achievement and learning attitude of underachiever's through LT method was significantly higher than those learning through lecture-centered instruction. Especially, a self-confidence, success-expect, attention, affection as subordinate variables of learning attitude was significantly higher than those learning through lecture-centered instruction. In conclusion, LT method effect on underachiever's academic achievement and learning attitudes. As observed by the above results, a LT method should be an applicable to underachiever's education program plan as an effective means of enhancing their academic achievement and learning attitudes.

• The Journal of the Korea Contents Association
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• v.18 no.11
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• pp.250-257
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• 2018

The program for low-achievers, named 'Running high' is to provide college students whose GPA was lower than 2.5 with 1:1 learning consultation and special lectures of high achievers. Especially, it supports scholarship only for students who attain the target record of a certain course which they choose. The purpose of this study was to examine whether or not academic achievement, grit, ego-resilience of participants in 'Running high' would be more advanced than before. This study also compared academic achievement, grit, ego-resilience between participants who attain the goal of the program and participants who can not attain it. 110 college students joining in 'Running high' responded pre and post surveys of grit and ego-resilience. Their data of academic achievement also were gathered. The result of this study showed that the academic achievement and grit of participants in 'Running high' were advanced more than before, but not ego-resilience. The differences of academic achievement and grit between participants who attained the goal of the program and participants who could not attain it were significant, but not ego-resilience.

• Journal of Engineering Education Research
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• v.21 no.1
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• pp.37-43
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• 2018

The purpose of this study is to investigate the effects of peer tutoring and feedback on academic learning in university mathematics. We compared subject satisfaction and academic achievement between the test group and the control group. We classified the test group(82 participants) and the control group(134 non-participants) and then applied peer tutoring and feedback to the test group. The rest of the environment was the same except for participation in the program. According to results, it was confirmed that the subject satisfaction were significantly higher(significance level .05) in the test group, where the subject satisfaction were learning objectives and expectation, learning satisfaction, and learning effect. Furthermore, in the change of academic achievement, the rate of decrease was lower and the rate of increase was higher in the test group than the control group. The satisfaction of participants was 4.33(Likert scale 5), and this trend tended to be same regardless of gender, high school course, or admission process.

• Architectural research
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• v.17 no.1
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• pp.13-20
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• 2015

The physical environment can dramatically affect students' feeling and their behavior, educational attainment, and the way in which we do school activities. Unlimited access to campus areas without appropriate securities have reported an increase of crime in school area and safety issues has encouraged school facility planners to install securities devices at every corner of buildings. However, it is still questionable whether this approach is enough to protect students and staffs from the victimization of crime, including thefts, burglaries and sexual offences. There has been continued doubt about the safety of educational facilities where individual college students are studying and enjoying extra-curricular activities. Therefore, the purpose of this study is intended to investigate the effects of perception of safety by students on the level of academic performance at public outdoor environment of university campus. An extensive literature noted that the central element of modern school design principle mainly holds the theory of crime prevention through environmental design (CPTED) and the concept of defensible space. The second generation of CPTED also focused on social soft issues as well as situational factors, which extends beyond mere physical design to include social factors. The correlation analysis found that the effect of sense of safety does appear to be statistically significant on the facilitation of academic achievement. However, the analysis of Chi-square concluded that the perception of safety was not related to demographic and socio-economic profiles of the group except for gender. Further, stepwise multiple regression analysis revealed that the most prime predictor for academic achievement were 'safe public outdoor space/paths' at university campus environment, implying careful design of public open space and sidewalks based on the guideline of CPTED. The study also demonstrated that as the level of positive perception of safety rose, the overall academic achievement also responded to the specified rate (${\beta}=.99$). Finally, the findings reinforce an evidence that high-quality school environments are a positive factor in student academic performance.

• Journal of the Korean Society of Earth Science Education
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• v.8 no.3
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• pp.309-317
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• 2015

This study aims to find out the argument structure which appears in the type of argument class (teacher- and student-centered) of the high school. The argument structure was compared and analyzed according to analyzing the study achievement and verified the academic achievement related to climate change. The results are listed below. First, the student-centered class is more effective method through the result that analyzed the class type of the teacher in argument-centered class. This result is to suggest more effective method to revitalize the argument activity of students-centered class which students plan for themselves and find more various materials. Second, teacher-centered class is more effective in contrast with argument analysis in the academic achievement test. While this is why the teacher-centered class utilizes an essential data necessary to curriculum in the argumentation, the elements to form the argument increased because students utilized the materials with their interest and concern in the process of proving in the student-centered class. Through the results of the research, it is necessary to develop the argument-centered programs for the science class and the curriculum-centered materials for argument class activity.

• Journal of Korean Elementary Science Education
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• v.25 no.1
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• pp.59-69
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• 2006

The purpose of this study was to investigate effects of discussion using newspapers on fifth grade elementary school students' academic achievement and affective characteristics related to science. Additionally, this study intended to examine students' ideas about newspaper utilization, discussion based learning and science with questionnaire. The subjects were 59 fifth grade students from two classes. NIE was used in the experimental group and traditional teaching methods in the control group. In pretest and posttest sessions, both groups were evaluated by the academic achievement test, and an affective characteristics related science test. The results of this study showed that the academic achievement of the experimental group which applied discussion using newspapers was significantly higher than that of the control group which applied traditional instruction, especially in terms of knowledge and understanding. Additionally, the results showed that discussion using newspapers had a positive effect on affective domains such as perception, interest and attendance for science classes. In particular, the post-results of the experimental group were higher than pre-results, on the other hand, those of the control group were lower than preresults in all affective domains. It appeared that students had positive thoughts about newspaper utilization, discussion based learning, and science. The half of students who had low academic achievement showed negative reactions for discussion based learning.

• Journal of the Korean Society of Earth Science Education
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• v.2 no.1
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• pp.48-54
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• 2009

This study aims to find out any effect of a POE model in the earth science unit of middle school(POE: prediction-observation-explanation). So this report compared and analyzed the effect that POE class and teacher-oriented class have on the level of learner science process skill and science academic achievement. Two groups, which were composed of 66 students and 64 students of middle school 2rd grade in Gyeongsangnamdo for this study, respectively, were selected as an experimental group and a comparative group. Through the pretest, the level of learner science process skill and science academic achievement were investigated. And learner science process skill and science academic achievement was verified with t-test. The findings of the study are as follows: First, as a result of analyzing the pre-test and the post-test for finding out the effect of class offering the POE model on learner science process skill, the class offering the POE model was shown effective for improving learner science process skill. However, the POE class was found significantly effective for improving the sub-factors of operationally defining, designing investigations, graphing and interpreting data, but not effective for identifying and stating hypothesis, identifying variables. Second, as a result of analyzing the pre-test and the post-test for finding out the effect of class offering the POE model on learner science academic achievement the class offering the POE model was shown effective for learner science academic achievement.

• Industry Promotion Research
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• v.8 no.4
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• pp.81-89
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• 2023

This study aims to provide basic data to increase the happiness of college students by verifying whether a growth mindset moderates the mediating effect of teachers' autonomy support for students in the relationship between academic achievement and happiness. The survey subjects were intentionally sampled from 396 engineering students attending a university in Guangzhou who performed a business practice project. The questionnaire method was used to collect data, and the collected data was analyzed using SPSS PC+ Win. 27.0 and PROCESS macro 4.2. The applied statistical techniques were frequency, reliability, correlation, and moderated mediation effect analysis. The research results are as follows. First, there was a significant positive correlation between academic achievement, teachers' autonomy support, growth mindset, and happiness. Second, a growth mindset played a role in increasing the impact of academic achievement on happiness through teachers' autonomy support. Therefore, it was confirmed that a growth mindset increases the mediating effect of teachers' autonomy support in the relationship between academic achievement and happiness. Based on the research results, measures to improve the happiness of college students were suggested.

• Korean Journal of Child Studies
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• v.32 no.6
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• pp.15-32
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• 2011

The purpose of the present study was to examine mechanisms by which the characteristics of child temperament influences academic achievement in late childhood. It was hypothesized that the effects of child temperament on achievement would be mediated by assertive behavior on the part of children and maternal parenting behavior. Data for this study came from self-report questionnaires completed by 657 elementary school children (343 boys, 314 girls). The results of structural equation modeling demonstrated that child temperament affected academic achievement through both assertive behavior and maternal parenting behavior; this was evidenced across the entire sample. Child temperament (approach-withdrawal, mood quality, persistence) also had a number of positive effects on assertive behavior (directiveness, social assertiveness, defense of rights and interests) and maternal parental behavior (warmth-acceptance, guidance). These results were found to be the case for both boys and girls. The results of this study further revealed that maternal parenting behavior mediated the relationship between child temperament and achievement for boys, whereas assertive behavior played the same role for girls. These findings suggest the need for different approaches in developing programs to improve levels of academic achievement which give due consideration to child temperament and social behavior as well as parenting, based on child gender.

• Journal of Nutrition and Health
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• v.41 no.8
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• pp.786-796
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• 2008

This study examined the influence of the nutrient intake status, dietary habit, and academic stress of elementary school children on their academic achievement. Two-hundred and twenty-four fifth-graders in Bucheon-si, Gyeonggido were surveyed. The study included the 24 hr-recall, anthropometric measurement, assessment of stress level and academic achievement. The subjects were normal in height, weight and Rohrer index, but higher percentage of underweight was seen in girls and vice versa in boys. The overall nutrient intake and dietary habits were fairly good, but Ca and folate intake was less than 75% KDRIs and dietary habits of boys were inferior. Academic stress level of all the subjects was not high. In terms of academic performance and its relations with nutrient intake, the more the amount of nutrient intake, the higher the academic performance. Especially, it was true for the energy, protein, phosphorus, potassium, zinc, polyunsaturated fatty acids, and n-6 fatty acid intakes (p < 0.05). The overall academic performance was higher for those who eating-out less frequently. Children with higher comprehensive dietary habit scores have shown better academic performance (p < 0.05). Less stress implied to those shown higher academic achievement while those with relatively poor academic performance showed high stress level since their grade did not improve as much as they anticipated. In conclusion, the academic achievement was higher for those who have a better nutritional status, better dietary habits, and lower stress levels. Therefore, it is critical for nutritionists, parents, and teachers to improve the nutritional status and dietary habits as well as to help them manage their stress levels, which will eventually contribute to an enhanced academic performance.