• Communications of Mathematical Education
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• v.26 no.1
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• pp.29-50
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• 2012

The purpose of this study is a comparison of proficient level and below basic level students' mathematical achievement in the National Achievement Evaluation and Assessment(NAEA). For the purpose, this study compared the proficient level and below basic level students' ratios, students' mathematical achievement of contents area and behavioral area in 6th, 9th, and 11th grades. This study found the change of proficient level and below basic level students' ratios, and the proficient level and below basic level students' characteristics on mathematical achievement of contents area and behavioral area in 6th, 9th, and 11th grades.

• Journal of The Korean Association For Science Education
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• v.40 no.5
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• pp.473-483
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• 2020

The purpose of this study was to analyze the characteristics of students' academic achievement of middle school science curriculum achievement standards in the 2009 revised national curriculum and to generate implications for curriculum improvement. Based on the results of the 2015-2018 National Assessment of Educational Achievement (NAEA), we analyzed middle school students' mastery of 84 curriculum achievement standards. In the analysis, we used representative item information by achievement level and correct answer rate and checked the validity of the determination of mastery. According to the results of the analysis, 15 of the 84 achievement standards could not determine the degree of achievement. In science, many achievement standards could be mastered only by above-average group students. By achievement level, there were six achievement standards that advanced achievement-level students did not achieve, 38 achievement standards judged to represent mastery by advanced achievement-level students, 23 achievement standards judged to represent mastery by proficient achievement-level students, and two achievement standards judged to represent mastery by basic achievement-level students. By content area, the number of achievement standards corresponding to advanced and proficient levels was similar in the areas of motion and energy and earth and space domains. In the material and life domains, there were more achievement standards corresponding to advanced levels. Accordingly, it is necessary to reinforce customized teaching and learning activities in relation to achievement standards that were under-achieved.

• Korean Educational Research Journal
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• v.37 no.1
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• pp.103-116
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• 2016

In this study, we examined scientific concept of middle school students about the concept of 'separation of mixtures' Understanding level of students was different by the educational achievement level, and the higher the educational achievement level, the more exactly they understood scientific concept. Misconception was observed at all the achievement level. The higher the achievement level, the common misconception was associated with concept definition. And the lower the achievement level, the common misconception was associated with phenomenon.

• Journal of Engineering Education Research
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• v.16 no.1
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• pp.54-63
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• 2013

This study aims to investigate relationships among self-directed learning readiness [SDLR], prerequisite mathematics test score and achievement level in college mathematics. For this purpose, the adjusted SDLRS (self-directed learning readiness scale) of Guglielmino's model, the score of mathematics diagnostic assesment and first semester college mathematics score among 424 freshmen students of engineering department of D university in 2011 were used and analyzed. Research results are as follows: Firstly, freshmen of engineering department had average level of SDLR, though they showed relative low level of self-direction, passion and time control ability. Secondly, considering SDLR with the mathematics diagnostic assesment score (3 groups: high, middle, low), there were no statistically significant differences. Thirdly, concerning SDLR according to the achievement level in college mathematics, a group which acquired good achievement showed higher level of SDLR compared with middle or lowachievement group. Differences among three groups were statistically significant. Lastly, there were affirmative relationships between SDLR, mathematics diagnostic assesment score and achievement in college mathematics. Furthermore, mathematics diagnostic assesment score and achievement level in college mathematics were found to be the most closely related. Based on the results, we suggest strategies to elevate SDLR of engineering department students and improve their achievement in college mathematics.

• Educational Technology International
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• v.19 no.1
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• pp.93-122
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• 2018

It is crucial to understand the characteristics of learner questioning due to the effects it has on learning. This study focuses on the effects of middle school students questioning on their academic achievement in an online inquiry learning environment. A survey of 827 middle school students was conducted; the students took part in an online math and science program offered by a center for the gifted. Throughout the survey, learner questioning was analyzed, and its correlation with academic achievement was investigated. An analysis was based on questioning categories of a low- and high-level questions from previous studies. Through the survey, it was found that the number of learner questions asked in the online environment was small, but the number of low- and high-level questions were almost equal. Secondly, the higher the academic achievement level of the student, the higher the possibility they would ask either low- or high-level questions. Lastly the group of students in both low- and high-levels of questioning earned the highest average scores on formative evaluations and inquiry tasks. This indicates that regardless of the level of questions, the act of questioning itself is highly related to the academic achievement. However, in the case of advanced learning projects, the quality of questioning and high-level questioning affected the academic achievement of students. Based on these results, implications for the encouragement of learner questioning and support for asking high-level question are suggested.

• Journal of the Korean Chemical Society
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• v.57 no.1
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• pp.127-137
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• 2013

We investigated student's characteristics in each educational achievement level using the results of the NAEA (National Assessment of Educational Achievement) in 2009 and 2010 for Grade 9 students. The analysis of representative items of each educational achievement level revealed that (a) advanced level students could explain the change in phenomena with both the characteristics of matter and the model, (b) proficient level students could explain only simple phenomena with the model, and (c) basic level students did not understand the model and were therefore unable to use it to explain phenomena.

• Communications of Mathematical Education
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• v.22 no.2
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• pp.109-124
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• 2008

A characteristic of the national mathematics curriculum revised in 2007 is to repeal the level-oriented individualized curriculum and choose substance of individualized teaching and learning based on the student's achievement level and quality. To do this we first have to think through how to compare students' achievement and differentiate classes. In this paper, we introduce the (modified) Angoff method as a method for comparing students' achievement and the concept of representative items for each achievement level in the National Assessment of Educational Achievement of Mathematics, and discuss how to use them in individualized teaching and learning, especially comparing students' achievement.

• Journal of Korean Home Economics Education Association
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• v.2 no.1
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• pp.101-110
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• 1990

The purpose of this study is to survey the learner’s need achievement, interest and practical level of the learning objectives according to the teacher’s teaching method in home economics of middle school(Dietary Life Unit), to examine the differences according to the local situation, and to get some information to improve the teaching method. This study surveyed the eight units of dietary life with 459 students in the rural community (224 students) and Seoul(235 Students). The collected data were analyzed by T-test, F-test. To sum up this study are as follows: 1. When the need, achievement, interest and practical level of unit “food”are compared the students of seoul with those of rural community, the student of Seoul show high in “The use of Processed Foodstuffs” and low in “Cooking the Processed Foodstuffs.”The student of rural community show in “A kind of Cooking Method”and low in “Environment and Food Life”. 2. The need, achievement, interest, practical level of the whole unit in rural community is higher than those is Seoul. 3. According to teaching method, comparison Seoul with rural community is revealed as follows. Seoul region is revealed significance to discovery learning in “Cooking Foodstuffs(The achievement and interest level) and ”Environment and Food Life”(interest level). Rural community is revealed significance to discussion learning in “The constituent and Food Life”(The need level, interest level). Rural community is revealed significance to explanation learning in “Environment and Food Life”(The achievement level).

• English Language & Literature Teaching
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• v.12 no.4
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• pp.211-234
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• 2006

The purpose of the present study was to investigate how two types of cooperative groupworks will affect learners' academic self-efficacy and English achievement in the first graders of Middle school. Experimental class A was done by similar-level groupwork, experimental class B by differential-level groupwork, and controlled class C by whole classwork. In order to accomplish the goals of the study, questionnaires on learners' academic self-efficacy were examined before and after the experiment. Also English achievement tests were done during the experiment. The analytic results of the questionnaires and English achievement tests were like the following conclusions: First, two types of cooperative groupworks were more effective on improving learners' academic self-efficacy than the whole classwork. Second, two types of cooperative groupworks were more effective on improving two levels' (higher and medium) academic self-efficacy. Third, among three types of classworks, differential-level groupwork was the most effective on improving learners' English achievement. Fourth, in case of medium-level learners, differential-level groupwork was more effective on improving their English achievement than similar-level groupwork.

• The Mathematical Education
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• v.47 no.1
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• pp.11-25
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• 2008

The characteristics of the pseudo-conceptual or the pseudo-analytical behaviors according to the achievement level(i.e. advanced group, proficient group, basic group, and below-basic group) in grade 9 are as follows. The pseudo-conceptual or pseudo-analytical behaviors to get credit from teachers become conspicuous in lower achievement level. The high achieving students showed more pseudo-conceptual or pseudo-analytical behaviors without undergoing the process of reflection or control. The proficient group was short of control in computation, and the advanced group didn't control well in representation. The proficient group tended to depend on a past successful algorithm and behave habitually. Therefore, it is needed to teach mathematics according to the characteristic of pseudo-conceptual or pseudo-analytic behaviors shown in each achievement level.