An Analysis of the Effect of a Cyber Home Learning System on Korean Secondary School Students’ English Language Achievement and Attitude
Why this work is in the frame
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Bibliographic record
Abstract
This study examined the effectiveness of a Cyber Home Learning System (CHLS), an online learning system currently being employed in South Korea to improve the access and quality of public education as well as to reduce pri- vate tutoring expenditures. The quasi-experimental research design used ex- periment and survey methods to learn about the impact of CHLS on student performance and to ascertain students’ perceptions of the system. The results of the experiment indicated that no statistically significant differences in test performance existed between the experimental and control groups. This finding suggested that CHLS did not have an impact on student performance overall. However, after the data were disaggregated according to ability level, students in the advanced level showed statistically significant differences between the ex- perimental and control groups. Results from the survey indicated that the CHLS was particularly effective for those who are motivated to voluntarily participate in academic activities and who have the capability for self-initiated study. The CHLS can be considered a useful supplement but not a replacement for second- ary private tutoring. To better address the needs of other learners, the English content of CHLS may need to be further modified to match students’ varying proficiency levels and learning styles. Cette étude a porté sur l’efficacité d’un système d’apprentissage en ligne, Cyber Home Learning System – CHLS, actuellement employé en Corée du Sud pour améliorer la qualité de l’éducation publique, en augmenter l’accessibilité, et ré- duire les frais liés aux services de tutorat privé. Le plan de recherche quasi-expé- rimental s’est appuyé sur l’expérimentation et des méthodes d’enquête pour en apprendre sur l’impact du CHLS sur le rendement des élèves et pour confirmer les perceptions qu’ont les élèves du système. Les résultats de l’expérience n’ont indiqué aucune différence statistiquement significative entre le groupe expéri- mental et le groupe témoin, ce qui portait à croire que le CHLS n’avait pas eu d’impact sur le rendement global des élèves. Une fois les données ventilées par niveau de compétence par contre, elles ont révélé des différences statistiquement significatives entre les élèves avancés du groupe expérimental et ceux du groupe témoin. Les résultats de l’enquête ont indiqué que le CHLS était particulièrement efficace chez les élèves motivés à participer aux activités académiques et capables d’apprendre de façon autonome. On peut considérer le CHLS un complément utile à l’apprentissage, mais pas une solution de remplacement aux services de tutorat privé. Afin de mieux répondre aux besoins des autres apprenants, il se peut que le contenu en anglais du CHLS doive être modifié davantage de sorte à refléter les niveaux de compétence et les styles d’apprentissage variés.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it