• Journal of The Korean Association For Science Education
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• v.19 no.3
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• pp.367-376
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• 1999

When 37 7th-graders learned science in cooperative learning environments, their small-group processes were audio/video taped. The verbal behaviors that appeared in cooperative learning processes were categorized, and the relationships between verbal behaviors and academic achievement were investigated. Students' verbal behaviors were classified into learning behaviors and management behaviors. Learning behaviors were further coded into giving help. reading problem, and asking help. Giving help was the most frequent behavior among the categories. In studying zero-order correlation between verbal behaviors and academic achievement, giving help and reading problem were found to have positive relationships with academic achievement. Giving specific content, which is a subcategory of giving help. showed the closest correlation with academic achievement. In studying partial correlation between verbal behaviors and the improvement of academic achievement, only application subtest score. which demands higher-order thinking, was positively related with some verbal behaviors including giving specific content.

• The Journal of the Korea Contents Association
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• v.19 no.2
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• pp.525-538
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• 2019

The objective of this study is to verify the effects of the Taekwondo athletes' sports participation motivation on the achievement orientation and achievement behaviors and to verify the mediating effect of the achievement orientation. The subjects of this study were 256 athletes' in Honam. The questionnaire data were utilized for verification of hypotheses through structural equation model analysis. As a result of verification, Taekwondo athletes' sports participation motivation presented a statistically significant positive correlation with their achievement orientation. The achievement orientation showed a significant positive effect on the achievement behaviors with the mediating effect of the achievement orientation. Finally, the result of this study is meaningful in a point of view of the effect of Taekwondo athletes' sports participation motivation on the achievement orientation and achievement behaviors. It is worthwhile to verify the mediation effect of achievement orientation.

• (The) Korean Journal of Educational Psychology
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• v.22 no.1
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• pp.215-234
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• 2008

This study investigates the effect of cloze procedure using either cartoons or texts on academic interests and reading achievements. Three equivalent classes were selected from an 1st grade in elementary school in terms of academic interests and reading achievements. While two experimental conditions used cloze procedure either with cartoons or texts during 15 lessons, the control condition used a traditional reading procedure. The results indicated that cloze procedure with cartoons enhanced academic interests in reading only for low achievement participants. Cloze procedure condition also outperformed the control condition on both immediate and delayed dictation test. In particular, cloze procedure with cartoons were quite effective for low achievement participants. Lastly, both types of cloze procedure facilitated overall comprehension test score, specifically inferential understanding test score but not factual understanding test score. Based on these findings, the types of text and learning strategy to improve academic interests and reading-related achievements were discussed.

• Journal of The Korean Association For Science Education
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• v.40 no.4
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• pp.429-436
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• 2020

In this study, we examined students' science academic achievement through an analysis of the national assessment of educational achievement(NAEA) from 2015 to 2018 when the 2009 revised curriculum was applied. This study analyzed achievement average scores by gender and region and also analyzed the trend of the rate of achievement level in order to understand the characteristics of students' academic achievement. In addition, we analyzed the characteristics of the affective aspect using a survey of students' attitudes (confidence, interest, value, and willingness to learn) toward science. The main findings are as follows; First, the average science score shows a tendency to decrease year by year at the middle school level. Second, when analyzed by achievement level, the decline in the advanced group was large, and the rate of the below basic group increased. Third, comparisons of the average achievement scores by gender, female students' scores were generally high and the difference in achievement scores between male and female students tended to increase. Fourth, a characteristic gap was found between regional scales that increased in the advanced group. The results of a questionnaire on students' attitudes show that the four constructs of the students' attitudes had a significant correlation with the average achievement scores. In addition, the mean and positive response rates on the confidence, interest, and value of science in the above proficiency group increased but decreased in the below basic group. These results can be used as basic data for revising the curriculum, improving teaching and learning, and establishing educational policies.

• Journal of Elementary Mathematics Education in Korea
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• v.14 no.2
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• pp.177-196
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• 2010

The purpose of this study is to find out whether Achievement Tests are fully performing their role as an objective standard that measures student's educational achievement level by analysing the content validity of Achievement Tests developed by KICE and teachers at elementary school. In the study, the content validity of achievement tests were analyzed in the behavioral content objective dimensions. 60 instructional objectives from the Unit one to the Unit six contained in the teachers' guidebook for the elementary third-grade Math subject were analyzed into dimensions of behavior and content. And the Achievement Test developed by KICE and teachers in five elementary schools randomly chosen were collected and analyzed. Then, differences of the proportion between instructional objectives and evaluative objectives in each dimension statistically were verified. The results of the study are as follows : 1. In the dimension of behavior, as analysing and comparing the content validity of achievement tests, there was no significant difference in all domains(knowledge, comprehension, application, analysis, synthesis and evaluation). (p<.05) Therefore, it could be concluded that content validity of the Achievement Test is very high. 2. In the dimension of content, similarly there is no significant difference in all domains between achievement tests by both KICE and teachers. (p<.05) Therefore, the content validity of all tests are very high. In conclusion, it could be concluded that content validity of achievement tests is considerably high in content and behavior dimension. The study suggest the followings : 1. By expanding to the other subjects, there are needs to analyze and verify the content validity of achievement tests. 2. Even the content validity of achievement tests is considerably high however, achievement items are focused on evaluation 3 domains(knowledge, comprehension, application). Therefore evaluation evenly among 6 cognitive domains is required. And further to reduce the deviation of schools, there are needs to active interchange between teachers.

• Journal of The Korean Association For Science Education
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• v.38 no.2
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• pp.113-122
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• 2018

The purpose of this study is to investigate the effects of the educational context variables on students' science achievement and interest in TIMSS 2015. TIMSS 2015 science data and questionnaire results were used to fit the Hierarchical Linear Model (HLM) in this study. According to the results, books at home, parents' level of education, and students' views on science lessons have significant influence on science achievement of above-high level 4th-grade students, and books at home on below-intermediate level 4th-grade students. Books at home, students' views on science lessons, and school composition by student economic background have significant influence on science achievement of above-high level 8th-grade students, and books at home and students' views on science lessons on science achievement of below-Intermediate level 8th-grade students. In all grade levels, books at home, and students' views on science lessons have significant influence on science achievement and interest. Discussed in the conclusion are ways to improve science teaching and learning including offering systematic reading programs for all students, reinforcement of student-participation in science classes, connecting science hands-on activities with science concepts for below-Intermediate level elementary students, and so on.

• Journal of Korean Home Economics Education Association
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• v.27 no.3
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• pp.35-46
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• 2015

This study investigates the level of middle school students' achievement perceptions of the objectives of Home Economics education. A survey was conducted using a convenient sample from 360 middle school students, and 332 subjects were used in the final analysis. First, the level of achievement perceptions of objectives of Home Economics education showed a score of 3.46(SD = 0.80), which was slightly higher than the median. Second, the achievement perceptions of objectives of Home Economics education showed significant differences in gender, the grade level, school type, and the level of school records. Third, according to a hierarchical regression analysis, male students' middle school, coeducational middle school, grade, gender, and school record level had significant effects on their achievement perceptions of objectives of Home Economics education, and the explanatory power of these independent variables was 30%.

• Journal of the Korean Chemical Society
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• v.46 no.4
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• pp.345-353
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• 2002

The purpose of this study was to analyze the influence of mental capacity and understanding of the oxi-dation-reduction concepts on the completion of the balancing redox equations. Participants were 92 senior high school students and 57 science high school students. Tests were conducted to measure the mental capacity, the understanding of the oxidation-reduction concepts and the completion of the balancing redox equations and the influence on the per-formance was analyzed. The performance of the senior high school students increased as the mental capacity increased, but the performance of science high school students did not change by mental capacity. Most of senior high school stu-dents couldn't understand the oxidation-reduction concepts well. Most of science high school students, however, under-stood the concepts completely and partially. The students who had a good understanding of the oxidation-reduction concepts showed a good performance for both senior and science high school students, regardless of the problem pattern.

• Journal of Gifted/Talented Education
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• v.23 no.4
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• pp.523-535
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• 2013

The purpose of the present study is to investigate the factors which affect academic achievements among gifted students' intellectual and personality characteristics. For this purposes, 125 science gifted students' learning ability test and NEO personality test data were collected and analyzed along with the school achievement scores. According to the results of this study, there are significant relationships between academic achievements and conscientiousness, executive function, and learning motivation. Based on the achievement level, there are positive correlation between academic achievement and conscientiousness in a high academic achievement group. For the middle academic achievement group, there are positive relationship with executive function and learning motivation attention but negative relationship with extraversion. For the low achievement group, concentration was the only factor highly correlated with academic achievement. For the high academic achievement group, conscientiousness is a significant predictors of academic achievement; for middle academic achievement group, executive function and learning motivation were the significant predictors; for low academic achievement group, concentration was the significant predictors of academic achievement. Results were discussed in terms of practical value of enhancing gifted students' academic achievement.

• The Journal of the Korea Contents Association
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• v.19 no.6
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• pp.368-378
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• 2019

This study examined the differences of importance and performance perception level among the food & beverage festival attributes of visitors participating 'Daegu Chimac Festival' and also conducted importance-performance analysis (IPA) of food & beverage festival Attributes. The results were as follows: firstly, food & beverage festival attributes were grouped into four factors such as 'sanitation environment', 'food taste and variety', 'food quality and supplementary service' and 'food purchase convenient.' Secondly, the 4 factors and 21 items of festival attributes showed statistically significant differences in their levels of importance and performance. Finally, results of the questionnaire survey of 322 visitors at '2018 Daegu Chimac Festival' indicated that 'food purchase convenient' and 'food taste and variety' were important to visitors and had high performance. Although attributes related to 'food quality and supplementary service' had an low importance and low performance, and also 'sanitation environment' had an low importance and high performance in the IPA results, they were identified as the key determinants affecting food & beverage festival' success.