• The Journal of the Convergence on Culture Technology
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• v.10 no.1
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• pp.395-402
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• 2024

The purpose of this study is to verify the effect of the intensive support program for junior college students with low academic performance on students' learning motivation and self-learning efficacy, and to explore its meaning. This study was conducted with 46 students who participated in the JUMP-UP program supported by the D University Teaching and Learning Development Center in Busan for backers and students with low grades. The research question of this study is, first, does the JUMP-UP program affect the reinforcement of the learning motivation of junior college students? Second, does the JUMP-UP program affect the self-learning efficacy of junior college students? As a result of examining the effectiveness by conducting a survey before and after participating in the JUMP-UP program, the JUMP-UP program showed statistically significant changes in all items of participating learners' learning motivation and self-learning efficacy. Through this, it can be seen that an intensive support program such as the JUMP-UP program is valuable as a support program suitable for improving the learning motivation and self-learning efficacy of vocational college students suffering from low academic performance.

• Journal of Educational Research in Mathematics
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• v.25 no.3
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• pp.347-366
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• 2015

There are a lot of causes of under-achievement in elementary mathematics, one of which may be lack of previous learning elements. We focus on the understanding of place value. The purpose of this study is to analyze underachievers' levels of understanding of place value concepts and to find the types of place value tasks that they have had special difficulty. For this purpose, an individual test called as "the Six Tasks of Place Value(SToPV)"was applied to ten third grade mathematics underachievers in elementary school. The test is a type of place value concept tests and requires one-on-one interview with some preparation materials. The participants' reactions were analysed according to the framework by Berman(2011). The result of analysis shows that third grade mathematics underachievers tend to have a great difficulty understanding the place value concepts. Also the types of difficult tasks were various from individual to individual. Based on the test results and discussion, we suggested some implications for diagnosing place value concepts of mathematics underachievers.

• School Mathematics
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• v.12 no.4
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• pp.531-545
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• 2010

This research is focusing on find out the learning method for mathematics underachievers of middle school. The tested method were metacognitive activity through writing. For conducting research, I had selected mathematics underachievers of middle school. After selecting them, I made two group. One group studied using CAS calculator with paper and pencil. And another group studied using paper and pencil only. Both groups exhibited metacognitive learning activities. The analysis of result shows that the group with CAS calculator did better than the group of paper and pencil.

• Journal of Elementary Mathematics Education in Korea
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• v.14 no.3
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• pp.789-806
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• 2010

As calls for more attention toward social minority group increases in our society recently, in the field of mathematics education more attention toward an issue about mathematics underachievers is being amplified. Thus, the present study is to examine the effects of teaching method considering students' cognitive characteristics on mathematical underachievers' problem solving and mathematical disposition. For this study, 10 fifth graders identified as mathematical underachievers based on the results of the national level diagnosis assessment and school based assessment were voluntarily selected from an elementary school in Seoul. The results of this study found out the fact that students participating in this program improved in terms of an ability both to solve problems in various ways and to explain an process of problem solving using spoken or written language and drawings. In addition, learning environment respecting students' own mathematical ideas seems to positively influence students' attitudes toward mathematics learning and mathematical dispositions. Furthermore, this study pointed out that mathematical underachievers tend to have difficulty in expressing their own mathematical thinking by reason of linguistic limitation. Finally, the findings of this study imply that for effective teaching of mathematics underachievers, these students' own informal experience and knowledge about mathematics as well as their characteristics regarding learning difficulties should be strongly considered.

• Journal of the Korean School Mathematics Society
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• v.22 no.3
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• pp.221-240
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• 2019

The purpose of this study is to suggest Reciprocal Peer Tutoring(RPT) for mathematics underachieving students as one way of the instructional strategies to supplement their lack of mathematics learning and to provide them with successful experiences in learning mathematics. We defined underachieving student in mathematics as the student whose mathematics achievement was high or middle level in the middle school but became lower in high school. Four mathematics underachievers voluntarily participated in this study. We examined the effects and roles of RPT by focusing on their positive change in the affective domain. RPT was conducted for about three months, including pre-training, pretest, and posttest. As the results of this research, RPT has generally made positive changes in the affective domain of underachieving mathematics students. Although four students did not show the same pattern of change and the sub-elements of positive change were different for each student, RPT provided opportunities for 4 all students to experience positive change.

• School Mathematics
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• v.11 no.1
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• pp.147-164
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• 2009

This study investigated the development of geometrical thinking levels of the under achievers at mathematics through supplementary classes according to van Hiele's learning process by stages using mathematical journal writing. We selected five under achievers at mathematics among the fourth graders. We examined their geometrical thinking levels in advance and interviewed them to collect basic data related to their family backgrounds and their attitude toward mathematics and their characteristics. Supplementary classes for the under achievers were conducted a couple of times a week during 12 weeks. Each class was conducted through five learning stages of van Hiele and journal writing was applied to the last consolidating stage. After 12th class had been finished, posttest on geometrical thinking levels was conducted and the journals written by the pupils were analyzed to find out changes in their geometrical thinking levels. The result is that three out of five under achievers showed one or two level-up in their geometrical thinking levels, though the other two pupils remained at the same level as the results by the pretest. Moreover we found that mathematical journal writing could provide the pupils with opportunities to restructure the content which they study through their class.

• The Mathematical Education
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• v.59 no.1
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• pp.31-45
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• 2020

Despite the trend of the times and the government's efforts to implement policies, a number of students, having difficulties in learning math, are still growing. Reflecting this, many studies related to underachiever of learning mathematics were conducted in the field of mathematics education. Most of these studies, however, were intended to find the cause of underachievers of learning mathematics or experimental studies that applied the specific teaching procedures to the underachievers of learning mathematics and found their effectiveness in terms of academic achievement, compared it beforehand. Thus, in this study, 49 studies, from including theses and published journal papers from 2001, were meta-analyzed to find out how effective the teaching treatment for underachievers of learning mathematics has improved academic performance. As a result of this analysis, we found that teaching treatment generally have moderate effect sizes for children with having difficulties in learning mathematics. It was also possible to analyze the effect of various interventions and to obtain some suggestions on which circumstances the greatest effect could be achieved. Teaching treatments for underachiever of learning mathematics could have greater effectiveness in elementary school level, institution certified testing tool was used, targeted for each individual, taught by peer student, lasted for at least 8 weeks, and using teaching aids and ICT tools.

• Journal of Science Education
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• v.38 no.3
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• pp.509-524
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• 2014

The purposes of this study were to develop a program utilizing learning strategies for underachieving middle school students in science and to identify the effectiveness of the program on the ability of using learning strategies and the improvement of science academic achievement. For this study, we developed the program of learning strategies consisting of eleven consecutive lesson plans focusing on the content of 2009 revised national science curriculum and applied the program to three underachieving students in science of 7th grade, who have weaker learning strategies that can be used for science study than other underachievers. After treatments, we analyzed the effectiveness of this program through science learning strategy tests, overall assessments, student-activity sheets, research logs, learning-transcription details, analysis of interviews with students, and observation of classes. According to this study, the enhancement of the ability of using learning strategies was limited because it was difficult for the students to change their fossilized strategies. On the other hand, their overall academic performance was considerably improved since the students became interested in studying science drawing on the learning strategies. Therefore, the program of learning strategies had a positive effect on improving the science underachievers' ability of using learning strategies and academic achievements.

• Journal of the Korean School Mathematics Society
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• v.12 no.2
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• pp.243-260
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• 2009

Many students have difficulty studying mathematics because of its unique characteristics and the numbers of underachievers in mathematics are increasing, not decreasing, even though great teaching-learning methods have been provided. The purpose of this research is to examine if instruction using mind-map in mathematical studies has positive effects on achievement and attitudes of underachievers in mathematics. For this, mathematics learning ability test before instruction, survey of attitudes toward mathematics before and after instruction and mathematics learning ability test before and after instruction were performed for 32 underachievers in two classes of first grade in C high school in South Chung cheong Province. The positive effects of instruction using mind-map in mathematical studies on academic achievements and attitudes of underachievers were expected, but results indicate that there is no significant effect. However, results indicate that the use of mind-map in mathematics instruction has positive effects partially on the changes of learning attitudes. Therefore, the characteristics of underachievers in mathematics should be understood first, mind-map according to them should be applied and students should have time to properly perceive and draw mind-map skillfully. In teachers' professional knowledge of mind-map and consideration for students, when follow-up researches and systematic instruction proceed together for a long period time, the desired results can be realized.

• Journal of the Korean Institute of Intelligent Systems
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• v.16 no.1
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• pp.30-36
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• 2006

In this paper, we proposed the system that supports underachievers realm decision of Korean language curriculum in the middle school. Learning disability and stagnation should be minimized by using and applying the proposed system. The input layer of the system contains 36 variables, which can be specific items in the Koran language curriculum. The variables are encoded with the specific coding schemes. The number of nodes in the hidden layer was determined through a series of learning stage with best result. We assigned 4 neurons, which correspond to one realm of the curriculum to output layer respectively. We used the multilayer perceptron and the error backpropagation algorithm to develope the system. A total of 2,008 data for training and 380 for testing were used for evaluating the performance.