• Title, Summary, Keyword: 학업성취

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A Design and Implementation of the National Assessment System of Middle School Educational Achievement (국가수준 중학교 학업성취도 평가 시스템의 설계 및 구현)

  • Kim, Min-Ho;Song, Hee-Heon;Kang, Oh-Han
    • The KIPS Transactions:PartA
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    • v.17A no.1
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    • pp.45-52
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    • 2010
  • The National Assessment of Educational Achievement has been conducted in the form of sampling assessment until 2007, but it was converted into sampling assessment one hundred percent working with relevant whole students in 2008. Therefore, the necessity of new study on the national assessment system of educational achievement was on the rise. The National Assessment System of Educational Achievement, which was implemented in this thesis was designed to analyze educational achievement status all over the province, total score and score frequency distribution per subject, item difficulty and item discrimination, degree of attraction of wrong answers, educational achievement per subject, gender, region, office of education, school, individual and status of students with high educational achievement.

The Effects of Study-Time on the Variations of Academic Achievements (학업성취 변화에 영향을 미치는 공부시간 효과 추정)

  • Rhee, Ki-Jong;Kwaug, Soo-Ran
    • Survey Research
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    • v.11 no.1
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    • pp.43-61
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    • 2010
  • This research estimated the variation of high school students' academic achievement by using the second to the fourth wave KEEP(Korea Education and Employment Panel) data. We explored the effects of study on academic achievement in proportion to self-regulated learning hours(except for school work and private tutoring). Analysis variables were self-directed learning(study) hours throughout senior high school and 9 grade academic achievement. We conducted Latent Growth Model(LGM) using KEEP panel data and program LISREL 8.8. Results showed that there were significant effects of self-regulated learning hours on the variation of senior high school students' academic achievement. Therefore, this was considered to be useful tips in getting the relation between students' learning and academic achievement.

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자녀의 학업성취에 미치는 가족배경, 사회자본 및 문화자본의 영향

  • Kim, Hyeon-Ju;Lee, Byeong-Hun
    • Korea journal of population studies
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    • v.30 no.1
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    • pp.125-148
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    • 2007
  • 본 연구에서는 부모의 사회경제적 지위가 자녀의 학업성취를 통해 재생산되도록 만드는 변수들의 영향을 밝히려고 하였다. 가족의 사회경제적 변수, 극히 사회자본과 문화자본이 독립적으로 또는 가족배경을 맥락으로 자녀의 학업성취도에 미치는 영향에 대해 분석하였다. 연구대상으로는 중고등학생 총 2771명의 사례를 분석하였다. 중학생에 비해 고등학생들의 학업성취에 미치는 부모의 사회경제적 배경변수의 영향력은 감소하였다. 그러나 사회자본과 문화자본의 영향력은 증가하였다. 성별에 따라 분석한 결과, 남학생의 경우는 부모의 사회경제적 변수와 가족의 사회자본과 문화자본의 영향력이 동시에 존재하나 여학생의 경우에는 사회자본과 문화자본의 영향이 거의 없고, 부모의 사회경제적 변수 중에서 아버지의 직업과 자산이 영향을 미치는 것으로 분석되었다. 사회자본과 문화자본의 영향력은 상당부분 부모의 사회경제적 자원에 흡수되는 경향이 있으나 가족의 자녀에 대한 관심은 여전히 학업성취도에 중요한 영향을 미치는 사회자본임을 발견하였다. 이번 연구결과를 통해 경제적 지원만으로는 자녀의 학업성취를 높이기 어려우며 사회자본이나 문화자본과 함께 결합된 사회경제적 지원이 자녀의 학업성취에 기여함을 발견하였다.

Development a Tool Which Can be Used in Factor Analysis of Inequality on Mathematics Scholastic Achievement (수학 학업성취의 불평등을 측정할 수 있는 도구의 개발)

  • Lee, Kang-Sup;Park, Yong-Beom
    • Communications of Mathematical Education
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    • v.21 no.2
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    • pp.321-330
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    • 2007
  • The purpose of this study is to develop a tool which can be used in factor analysis of inequality on mathematics education. The objectives for study are develop an index that can be used to find a deviation of objects on mathematics scholastic achievement. The results of this study are deviation index of objects on mathematics scholastic achievement which development can be applications to Gini coefficient.

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The development step to advance an academic performance based on information technology (정보기술에 기반 한 학업성취도 향상을 위한 발전단계에 관한 연구)

  • Cho, Sok-Hwan
    • The Journal of Information Technology
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    • v.7 no.2
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    • pp.7-17
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    • 2004
  • An academic performance can advance the expectations that lead to academic success. The purpose of this study was to research the relationship of the variables; past performance, the ability to use information technology, outcome expectations, grade goal of studies, and study performance in an information technology course. Participants completed a background questionnaire, the Information Technology Proficiency Exam, the scale of the ability using computer, and the Technology Outcome scale. Based on path model results, the findings suggest that students' academic performance is related to past performance. Consistent with theory, the findings suggest that the studies performance is influenced by ability using information technology via the establishment of the grade goal of studies. In the present study, the past performance variable failed to predict an academic studies performance when impacted by outcome expectations.

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The Characteristics of Middle School Mathematics Achievement Levels Based on the Results of the National Assessment of Educational Achievement from 2010 to 2012 (2010-2012년 국가수준 학업성취도 평가 결과에 나타난 중학교 수학과 성취수준별 학업성취 특성)

  • Lee, Kwang Sang;Jo, Yun Dong
    • School Mathematics
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    • v.16 no.2
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    • pp.237-257
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    • 2014
  • The purpose of this study is to investigate the academic achievement characteristics in terms of proficiency levels through the in-depth analysis of mathematics test items and achievement standards of the National Assessment of Educational Achievement(NAEA) from 2010 to 2012, and to provide suggestions for teaching and assessing mathematics in middle schools. The results showed that 'Advanced level' students could fully understand the concept of mathematical terms and symbols as well as various mathematical properties presented in the national curriculum. However, 'Proficient level' students tended to feel difficult to apply linear function, properties of a plane figure, and a solid figure, while 'Basic level' students seemed to have trouble solving mathematical problems in almost all areas. Thus, it is necessary to identify the mathematical misconceptions that students have and to strengthen teaching, particularly, the areas of number and operation.

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The Social Geography of Academic Achievement in Deprived Area (사회적 박탈과 학업성취도의 사회지리학적 연구)

  • 배미애
    • Journal of the Korean Geographical Society
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    • v.38 no.5
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    • pp.786-801
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    • 2003
  • This paper examines a spatial pattern and processes of academic achievement in deprived area, considering relationship between academic achievement and social deprivation as social context. It links academic achievement data with neighborhood data from the 2001 UK Census(by ward) in South East England and uses multiple regression modeling to estimate the contribution of social deprivation to academic achievement of primary schools. The findings suggest that there is a significant positive relationship between deprivation in the local residential environment and academic achievement in primary schools. It also argues that more deprived area in South East England would tend to promote greater inequality of academic achievement in the spatial aspects, relating to Key Stage 2 score.

A Study on Predictors of Academic Achievement in College Students : Focused on J University (대학생의 학업성취도 예측요인 연구 : J 대학을 중심으로)

  • Son, Yo-Han;Kim, In-Gyu
    • The Journal of the Korea Contents Association
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    • v.20 no.1
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    • pp.519-529
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    • 2020
  • The purpose of this study is to establish a model for predicting academic achievement of college students and to reveal the interrelationship and relative influence of each factor. For this, we surveyed the personal factors and learning strategy factors of 1,310 learners at J University, and analyzed the discriminant factors and patterns of the predictors of academic achievement through the decision tree analysis, a data mining method, and examined the relative effects of each factor. Binary logistic regression analysis was performed for viewing. As a result, the most important factor for predicting academic achievement was efficacy, and other factors such as motivation, time management, and depression were predictive of academic achievement. The patterns of factors predicting academic achievement were found to be high in efficacy and time management, and high in motivation for learning even if the efficacy was moderate. Low efficacy and learning motivation, and high depression have been shown to decrease academic achievement. Based on these results, the study suggested the efficacy and motivation to improve academic achievement of college students, strengthening time management education, and managing negative emotions.

Analysis of the Characteristics of Middle School Students' Science Academic Achievement Based on the Results of NAEA in the 2009 Revised Curriculum (학업성취도 평가 결과에 기초한 2009 개정 교육과정 시기의 중학생의 과학 학업성취 특성 분석)

  • Lee, Jaebong;Ku, Jaok
    • 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.

Effect of achievement goal directivity and self-regulated learning strategy on the level of learning achievement (성취목표지향성과 자기조절학습전략이 학업성취도에 미치는 영향)

  • Lee, Sook-Jeong;Shin, Kyoung-Hee
    • Journal of Digital Convergence
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    • v.11 no.12
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    • pp.829-834
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    • 2013
  • This study intended to find out an efficient teaching-learning method by identifying the effect of achievement goal directivity and self-regulated learning strategy on the level of learning achievement in class. This study analyzed the relationship between the achievement goal directivity and the average and standard deviation of self-regulated learning strategy as well as the relationship between the achievement goal directivity and the learning achievement of self-regulated learning strategy and also analyzed the effect of achievement goal directivity and self-regulated learning strategy on the level of learning achievement, based on the result of survey targeting 133 university students attending the Department of Social Welfare. The findings show that the higher the tendency of achievement goal directivity and self-regulated learning ability, the higher the academic performance, which means that it is necessary to resolve any anxiety through motivation control training and mentoring learning for academic achievement of students and inducing their proactive participation in class.