Abstract
Objectives The purpose of this study is to analyze scholarship usage history and growth records submitted by scholarship students every month and to present implications for systematic scholarship management. Methods From 2018 to 2020, the monthly use of scholarships and monthly growth records for 514 dream ladder scholarship students were analyzed through text mining. Results According to a comparative analysis by dividing the Key words of the growth record book into three stages in 2018, 2019, and 2020, “study” topped the list for the entire period. Compared to students' growth records from 2018 to 2019, “test” appeared as the top keyword for dream scholarship students in 2020. If you look at the words that frequently appear in the growth records of dream scholars living in the city center, there are “mid-term exams,” “final exams,” and “preparation.” This revealed that dream scholarship students who went to high school felt burdened by the test. Compared to students living in rural areas, students in urban areas recorded more details of their studies and resolutions to prepare for the exam in their growth record book. Conclusions Dream scholarships should encourage students to concentrate on their studies and continue to discover and support them so that they can use them where they need to. In addition to the teacher in charge, monitoring personnel for dream scholarships should be dispatched separately to help students understand the contents of growth records, utilize scholarships, and monitor growth through the system. In addition, various programs are needed to strengthen students' awareness of goals and challenges, such as psychological and emotional support, counseling, and mentoring camps through mentors.
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