• The Journal of Korean Academy of Sensory Integration
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• v.6 no.1
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• pp.1-12
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• 2008

Objective : The purpose of this study is to provide reference to functional level of sensory integration of in the low-grads school age, based on the Clinical Observation of Motor and Postural Skills (COMPS) and to examine correlation between the function of sensory integration and academic achievement. Method : Two schools ("J" and "S") have been selected indiscriminately among 56 elementary schools located in Gimhae-si, GyeongNam and then one class from each school was voluntarily chosen among all second-grade classes of the schools. The total number of students in those two classes was 69 (34 boys and 35 girls). Subjects had no developmental problem and no history of referral regarding neurological conditions. Three skilled researchers administrated the COMPS together, and each researcher executed two sub-items of the COMPS. As result of the academic achievement, score data of midterm- and final-exam in the spring semester were collected. The scores of 'Korean language' and 'Math', common examination subjects in both schools, were utilized for data analysis in this study. Results : Statically, there was no significant correlation between the COMPS Weighted Scores and any academic achievements. In a dispersion graphic analysis, however, the total achievement showed significant negative-correlation with the area of 'Rapid Forearm Rotation' and significant positive-correlation with the area of 'Supine Flexion'. In terms of the Math achievement, there are significant negative-correlation with rapid forearm rotation and asymmetrical tonic neck reflex, and significant positive-correlation with the area of 'Supine Flexion'. Students with higher score of the Korean language showed a tendency to get higher Weighted Score and Minus Adjustment Score, and those with lower score of the Math showed a tendency to get higher COMPS scores in all area except the area of 'Supine Flexion'. There was a statically significant difference in the COMPS scores depend on the age among general characteristics. As student older, all COMPS scores, except those in the area of 'Slow Motion' and 'Supine Flexion, were higher. Conclusions : There is somehow reliable correlation between sensory integration function and academic achievement although no statistical significance found in this study. The information from this study may contribute to initiate developing a normative-reference to screen earlier and more alertly sensory integration dysfunctions for school-age children. Further study is recommended trying to find out more reliable matter regarding low grade- schooler's academic achievement.

• School Mathematics
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• v.15 no.1
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• pp.179-199
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• 2013

In this study we grasp what contents in the mathematics curriculum the students of multicultural and North Korean migrant families are vulnerable to and we would like to provide the bases to devise the appropriate teaching and learning methods for them. In order to this work we used the results of 2011 National Assessment Educational Achievement. We categorized students from multicultural and North Korean migrant families into children from international marriage family (born in country or immigrated), foreign family, and North Korean migrant family and compared each category with the whole students. First, for each school class we analyzed characteristics of academic achievement by ratio of achievement level, means of calibrated score, and percentages of correct answers in NAEA, mean percentages of correct answers by content domains, and percentages of correct answers by items. In addition to these we analysed items qualitatively and investigated study conditions in which the students of multicultural and North Korean migrant families have difficult times. In every subgroup the more ratio of advanced level decreases and ratio of below basic level increases the more school classes go up. Also these phenomena appear differently by each group and by content domain. For this reason by group, the supporting on learning will be needed.

• Communications of Mathematical Education
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• v.23 no.2
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• pp.383-398
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• 2009

We conduct a survey on mathematics academic achievement to 4th, 5th, and 6th grade elementary school students at Dong-Gu in Busan in order to provide teachers in elementary schools with basic research data. The survey questionnaire includes home background, private education, the difficulty degree of mathematics textbook, practical usage of computers, group-teaching, teaching methods, preview, review, homework amount, learning attitude, problem solving ability, interest for mathematics, and the relationships of a home room teacher and friends. Based on survey data we perform factor analysis to find major factors affecting mathematics academic achievement. We identify if there are statistically significant differences in responses of survey for gender group and grade group with regard to survey questions belonging to the major factors obtained in factor analysis.

• Communications of Mathematical Education
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• v.21 no.2 s.30
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• pp.347-360
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• 2007

In this study, we made the analysis of the relation with mathematical tests and scholastic attainments of gifted students using the results of entrance end comprehensives exams and so on in science education center for gifted youths. For this, we firstly made an analysis of correlation between math and math, math and science and science and science using the test results. And then, we interviewed four students. From this, we found followings. First, in every assessment except for those carried out during the semester in the center, we saw a very low or negative correlation between the students' grades in math and that in science. Second, in contrast to the correlations among other assessments, a high correlation of the students' grades in math and science appeared in regard of the assessments carried out during the semester in the center. Third, correlations between the grades of assessments in mathematics were much lower than that in science. Fourth, many students thought the assessments in the center were not as valuable as those in their schools, which are referred to in getting into a school of high grade. So some of the students who gained excellent grades showed a relatively low achievement. Fifth, students in the center regarded a vigorous communication and inquiry learning on enriched themes as the biggest merit of attending the center.

• Journal of Digital Convergence
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• v.19 no.3
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• pp.99-108
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• 2021

The benefits of teaching learning materials to others have been shown on learning achievement. Anxiety is one of the obstacles in learning and it has been shown that math anxiety is strongly associated with math achievement. Thus, the aim of this study was to investigate whether teaching others benefits math anxiety when university students learn statistics. 59 students who enrolled in statistics class participated and 30 students performed group assignment of teaching peer in a group and 29 students did not. Other than group assignments, the instructor, lectures, assignment of solving the problems, and exams were all the same. The results showed that the math anxiety of students who did group assignments of teaching was decreased at the end the semester. Increased math anxiety yielded negative attitudes toward learning statistics, resulting in poor learning performance. Furthermore, the relationship between math anxiety and the attitudes toward leaning statistics was moderated by teaching others. The results suggest that teaching others has an effect on reducing math anxiety and thus, possibly yield persistent learning gains.

• Journal of Gifted/Talented Education
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• v.25 no.1
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• pp.119-138
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• 2015

This study analyzed the academic achievements on above-level testing of mathematics, physics, chemistry, and English in newly entering students of science specialized high schools. It can be expected that newly students of science high specialized schools have reached ceiling level in the middle school mathematics and science academic scores. Above-level testing(or off-level testing) is a test tool used to evaluate student's ability which are above-grade level. In this study, above-level testing tools were used to develop the same type examination paper of the 2013 Korean College Scholastic Ability Test(CSAT) in mathematics, physics, chemistry, and English. The conclusions of this study were as follow: First, the academic achievement level of science specialized high school freshmen were higher the average level of general high school senior because that over 50% of them are within the 5 grade of CSAT in mathematics, physics, and chemistry. In English, 19.3% science specialized high school freshmen have reached within the 5 grade of CSAT. Second, as a result of examining characteristics of academic achievement with respect to units of subjects, in mathematics, it was showed that the academic achievement of 'continuity and limit of a function' unit was higher, 'statistics' unit was lower. In physics, the academic achievement of 'Electricity and Magnetism' unit was higher, 'Waves and particles' unit was lower. In chemistry, the academic achievement of 'compounds in life' unit was higher, 'Air' unit was lower. In English, the academic achievement of 'practical sentence' of reading area was higher, 'Sentence' of writing area was lower. In conclusion, above-level testing provided a good strategy for identifying and determining appropriate programming interventions for gifted students who are two or more grade levels above their age-mates in achievements, aptitude, or ability.

• Education of Primary School Mathematics
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• v.16 no.2
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• pp.163-182
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• 2013

The purpose of this study is an analysis on the 3rd graders' achievement in the elementary school. For this purpose, this study, first, analysed on the 3rd graders' achievement like the ratios of the achievement levels for whole students, sexual students, and regional students. Second, this study analysed the 3rd graders' assessment results like the total averages, averages for the contents area, sexual students, and regional students. Third, this study analysed students' special responses on the items.

• School Mathematics
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• v.1 no.1
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• pp.217-234
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• 1999

The first part of this paper examines the assumptions underlying traditional types of standardized testing compared with assumptions underlying innovative types of performance assessment. The second part focuses on directions for the future. The third part gives examples from closed related projects which were designed to find practical ways to implement recommendations.

• Journal of the Korean School Mathematics Society
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• v.13 no.4
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• pp.499-524
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• 2010

In this paper, we applied NIE(Newspaper In Education) to the course of study for statistics unit of elementary mathematics which can improve students' abilities of concept of statistics, analyzing data and problem solving so they can do these with direct activity by themselves and find out how NIE effects on children's learning achievement for statistics unit and more effective solution for the course of study for elementary mathematics.

• East Asian mathematical journal
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• v.26 no.4
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• pp.509-533
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• 2010

This study will contribute to improve intimacy and interests of students in mathematics and to cultivate their abilities and attitudes to continuously learn through problem posing activities using fairy tales. An experimental study was carried out two classes of the fifth grade (total 60 of students, each group 30 os students) in G elementary school located in Daegu Metropolitan City. This experiment was performed for thirteen weeks. For this study, using two examination devices for measuring mathematical attitude and learning achievement, pre- and post-tests were carried out. As a result, it was found that two groups are identical groups. Problem posing activities with fairy tales had significant effect on mathematical attitudes of children and learning achievement of children.