• Communications of Mathematical Education
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• v.32 no.3
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• pp.435-453
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• 2018

The results analysis of National Assessment of Educational Achievement(NAEA) can provide various implications for teaching and learning in the school field. In this study we analyzed the deviation of NAEA achievement level-based correct-answer rate and the distribution of the responses percentages for three years from 2015 to 2017 focused on multiple-choice items. First we calculated the deviation of correct-answer rate between advanced level and proficient level and between proficient level and basic level, and then we selected the items whose deviation of correct-answer rate is more than the third quartile. We explored what the content areas, behavior areas and achievement standards of each item are and what the achievement standards and characteristics of these questions are. Based on the results of the analysis, we intended to derive implications for appropriate teaching-learning methods at each achievement-level.

• East Asian Journal of Business Economics (EAJBE)
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• v.10 no.1
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• pp.95-108
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• 2022

Purpose - This study attempts a multifaceted analysis utilizing the Chinese test takers' results of the Economy & Business Aptitude Test. Since Chinese students study socialist theories of economics along with market-based ones, comparing Chinese university students' basic knowledge of economics and business and its application to those of Korean test takers is also very meaningful from the perspective of economics education research. Research design, data, and methodology - This study investigates the results on the test of economy and business understanding between Korea and China. For comparison of the result, we conducted MK-TEST for two universities in China. Result - This study finds that the average correct answer rate of Korea is higher than one of China according to the overall results. The average difference rate is about 15% between Korea and China. More concretely, the correct answer rate of business area is higher than one of economy area, identifying them by subject area. Conclusion - According to the results, this study can infer that there are no or little differences in the ability of examinee to solve applied questions between Korea and China and the differences of the scope and emphasis point in an academic curriculum between both countries might bring these kinds of results. Finally, Chinese students shows higher correct answer rate to the questions about the economy issues and policies related to China than one of Korea examinee.

• International journal of advanced smart convergence
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• v.12 no.4
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• pp.171-176
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• 2023

This study is about a speech recognition error correction system designed to detect and correct speech recognition errors before natural language processing to increase the success rate of intent analysis in natural language processing with optimal efficiency in various service domains. An encoder is constructed to embedded the correct speech token and one or more error speech tokens corresponding to the correct speech token so that they are all located in a dense vector space for each correct token with similar vector values. One or more utterance tokens within a preset Manhattan distance based on the correct utterance token in the dense vector space for each embedded correct utterance token are detected through an error detector, and the correct answer closest to the detected error utterance token is based on the Manhattan distance. Errors are corrected by extracting the utterance token as the correct answer.

• KIPS Transactions on Software and Data Engineering
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• v.4 no.11
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• pp.509-520
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• 2015

College Scholastic Ability Test(CSAT) is a primary test to evaluate the study achievement of high-school students and used by most universities for admission decision in South Korea. Because its level of difficulty is a significant issue to both students and universities, the government makes a huge effort to have a consistent difficulty level every year. However, the actual levels of difficulty have significantly fluctuated, which causes many problems with university admission. In this paper, we build two types of data-driven prediction models to predict correct answer rate and to identify significant factors for CSAT English test through accumulated test data of CSAT, unlike traditional methods depending on experts' judgments. Initially, we derive candidate question-specific factors that can influence the correct answer rate, such as the position, EBS-relation, readability, from the annual CSAT practices and CSAT for 10 years. In addition, we drive context-specific factors by employing topic modeling which identify the underlying topics over the text. Then, the correct answer rate is predicted by multiple linear regression and level of difficulty is predicted by classification tree. The experimental results show that 90% of accuracy can be achieved by the level of difficulty (difficult/easy) classification model, whereas the error rate for correct answer rate is below 16%. Points and problem category are found to be critical to predict the correct answer rate. In addition, the correct answer rate is also influenced by some of the topics discovered by topic modeling. Based on our study, it will be possible to predict the range of expected correct answer rate for both question-level and entire test-level, which will help CSAT examiners to control the level of difficulties.

• Journal of Digital Policy
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• v.2 no.4
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• pp.1-10
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• 2023

This study conducted preliminary study to identify effective ways to use ChatGPT in traffic policing by analyzing ChatGPT's responses to the driver's license test and the road traffic accident appraiser test. I collected ChatGPT responses for the driver's license test item pool and the road traffic accident appraiser test using the OpenAI API with Python code for 30 iterative experiments, and analyzed the percentage of correct answers by test, year, section, and consistency. First, the average correct answer rate for the driver's license test and the for road traffic accident appraisers test was 44.60% and 35.45%, respectively, which was lower than the pass criteria, and the correct answer rate after 2022 was lower than the average correct answer rate. Second, the percentage of correct answers by section ranged from 29.69% to 56.80%, showing a significant difference. Third, it consistently produced the same response more than 95% of the time when the answer was correct. To effectively utilize ChatGPT, it is necessary to have user expertise, evaluation data and analysis methods, design a quality traffic law corpus and periodic learning.

• Proceedings of the Korea Society for Simulation Conference
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• 2001.10a
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• pp.99-102
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• 2001

We propose a PC cluster using general-purpose microprocessors and a high-speed network for simulating ANN (Artificial Neural Network) processes on Linux OS. We apply this cluster to intelligent information processing such as ANN simulation. The elapsed time for simulating ANNs can be reduced from 7,295 seconds by a PE (Processing Element) to 1,226 seconds by six PEs. The reliability of a pattern-classification using ANNs can be improved by the proposed ANN, Randomized-ANN. In order to generate a Randomized-ANN, we choose three ANNs and combine the output results from three huts by means of logical AND. Results are as follows: The mean correct answer rate is 94.4%, the mean wrong answer rate is only 0.1 %, and the mean unknown answer rate is 5.5 %. We make sure that Randomized-ANN approach reduces the mean wrong answer rate within a tenth part and improves the reliability of Japanese coin classification.

• Journal of Information Technology Services
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• v.20 no.4
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• pp.129-140
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• 2021

Recently, interest in AI tutors is rising as a way to bridge the educational gap in school settings. However, research confirming the effectiveness of AI tutors is lacking. The purpose of this study is to explore how effective learner characteristics and recommended item learning activities are in predicting learner's academic performance in an adaptive online learning environment. This study proposed the hypothesis that learner characteristics (prior knowledge, midterm evaluation) and recommended item learning activities (learning time, correct answer check, incorrect answer correction, satisfaction, correct answer rate) predict academic achievement. In order to verify the hypothesis, the data of 362 learners were analyzed by collecting data from the learning management system (LMS) from the perspective of learning analytics. For data analysis, regression analysis was performed using the regsubset function provided by the leaps package of the R program. The results of analyses showed that prior knowledge, midterm evaluation, correct answer confirmation, incorrect answer correction, and satisfaction had a positive effect on academic performance, but learning time had a negative effect on academic performance. On the other hand, the percentage of correct answers did not have a significant effect on academic performance. The results of this study suggest that recommended item learning activities, which mean behavioral indicators of interaction with AI tutors, are important in the learning process stage to increase academic performance in an adaptive online learning environment.

• Research in Community and Public Health Nursing
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• v.6 no.1
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• pp.114-124
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• 1995

The purpose of this study was to identify the education effect about AIDS related knowledge & attitude in industrial workers. This study examined the workers' knowledge and attitude at two times. (before education, 3days after education) This study 298 admitted workers on 3 work place who participated in health education by video material. Data were gathered from 1994. 12. 12 to 1994. 12. 22. The results were as follow: 1. The level of knowledge about AIDS; The correct answer mean score of knowledge before education was 13.7 out of 28. The correct answer mean score of knowledge after education was 17.6 out of 28. 2. The education effect about AIDS related knowledge according to 28 questions; Almost of questions were significantly increased correct answer rate about AIDS related knowledge except 2 questions. 3. The education effect about AIDS related knowledge according to workers' general characteristics: The significant general characteristics of health education effect that impact on the knowledge score were women, the teenth, the twentieth, unmarrige state, lower senior high school graduated, sexual experience had or not, over five occupational career, education time, health education experience had or not. 4. The education effect of AIDS related attitude: Significant change of attitude related AIDS were found 7 out of 9 questions.

• Journal of Korean Public Health Nursing
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• v.32 no.2
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• pp.288-303
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• 2018

Purpose: This study was a descriptive research to provide basic data for the development of a customized emergency education program to strengthen the capacity of first aid for nursing caregivers. Method: The number of caregivers in region G was 193, and data collection was conducted from April 1 to April 30, 2018. Data were analyzed using a t-test, one-way ANOVA, Pearson's correlation coefficients, and Scheffe test. Results: In the study group 47.2% experienced an emergency situation. The first aid knowledge was 10.21; the correct answer rate was 56.0%; the basic CPR knowledge was 3.99; the correct answer rate was 49.7%. After asking for help, first aid was the most difficult. In general first aid knowledge was 6.21 points and the correct answer rate was 62.2%. They understood well about strokes, injuries and trauma, but had difficulty in consciousness, depression, and burns. For first aid knowledge, there were significant differences according to age, working hours, place of work, working experience, emergency situation, and education. Of the study group, 59.6% experienced emergency training, 96.9% wanted it, and 72.0% had low emergency response skills. Moreover, 93.3% answered for having emergency education. Conclusion: The results suggest that a personalized emergency education program for nursing caregivers should be developed and applied.

• The Journal of the Korea Contents Association
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• v.20 no.5
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• pp.344-350
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• 2020

The purpose of this study was to investigate the cohesion-related text factors that affected the correct answer rate of the English reading section in the Korean CSAT. To this end, reading passages of the 2014-2018 CSAT and CSAT mock test were collected and analyzed in terms of cohesion. And then, correlation analysis was implemented between the results regarding cohesion and item difficulty. The conclusions were as follows. First, the correct answer rate tended to increase as the linguistic burden of learners was reduced, when specific arguments between sentences were repeated. Second, there was no statistically significant correlation between the 8 sub-area of latent semantic analysis and the correct answer rate. Finally, the pedagogical implications of this study and suggestions for further study were discussed.