• Journal of the Korean earth science society
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• v.25 no.7
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• pp.565-575
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• 2004

The effects of education utilizing history of science on science achievement and attitudes of the ninth grade students were investigated according to their achievement level, along with the development of teaching and ;earning materials. A total of 144 ninth grade students were divided into the experiment and control group. Instructing students using history of science was performed in the experiment group, while conventional instruction was used in the control group. The scores of both pre-test and post-test were estimated by ANCOVA. Instructions applying history of science were more effective in increasing the students' science achievement and attitude than conventional instructions. In particular, the former enhanced the achievements of the upper-level students, more than it did for the middle and lower-level students. In addition, using history of science showed a better effect on higher and middle-level students, in improving their attitudes toward science, than it did for lower-level students. This study suggests that the instruction utilizing history of science should be designed based on the students' achievement level, and that various teaching and learning materials related to the instruction were helpful.

• 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.

• Journal of Engineering Education Research
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• v.18 no.4
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• pp.34-44
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• 2015

Mathematical, spatial, and verbal abilities are important for future engineers to succeed in the STEM disciplines. The purpose of the study is to assess engineering students' spatial abilities and analyse the relationship with mathematical achievement, verbal achievement, and gender. On the mental rotation tests, 65% of male students demonstrated a substantial level of spatial abilities. But only 30% of female students exhibited spatial skills at the same level as their male colleagues. The correlations between mathematical - spatial - verbal abilities are found to be negligible. When spatial visualization ability was plotted according to the mathematical achievement level, there was no difference in the mean spatial abilities score. But when mathematical achievement score was plotted according to the spatial abilities, there was a noticeable difference. Regression analysis confirmed that female students' mathematical achievement increased as spatial abilities improved. This phenomenon was not observed for male students. It's because male students' spatial ability already contributed to their mathematics achievement. So spatial ability can be regarded as one factor for the gender differences in mathematics achievement. The gender gap on spatial abilities and math achievement is large among high achieving students. For example, there was a 4.3 to 1 male - female ratio and 3.4 to 1 male - female ratio among students scoring 99th percentile in spatial visualization test and scholastic aptitude test-math.

• Journal of The Korean Association For Science Education
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• v.28 no.5
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• pp.438-452
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• 2008

The purposes of National Assessment of Educational Achievement(NAEA) are to assess Korean students' achievement of the educational goals as well as to diagnose the trends of educational achievement in order to monitor the quality of education at the national level. We analysed average scores in science achievement and trend of achievement level at the National Assessment of Educational Achievement(NAEA) from the year 2003 to 2006 for 6th, 9th and 10th graders. The results are as follows: For grades 6, 9, and 10, the average scores of NAEA did not tend to increase or decrease. About the trend analysis of gender, females outperformed males for grade 6, but males outperformed females for grade 10. For grade 6, the ratio of females in Advanced level was more than that of the males in the same level. For grades 9 and 10, the ratio of male was higher than the females. For grades 6, 9 and 10, the ratio of males in Below-Basic level was more than that of females in the same level. The results of the educational achievement of urbanization shows that students in rural area scored the lowest. And the ratio of Below-basic level students was highest in rural area. It is needed that educational surroundings be improved to lessen the score difference both between genders and regions. An additional study is needed to used the results of NAEA for the improvement of curriculum and educational policy.

• International Journal of Advanced Culture Technology
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• v.11 no.2
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• pp.210-220
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• 2023

We analyzed and compared factors such as changes in the degree of difficulty of concepts presented in Chemistry I textbook, changes in class types (non-face-to-face, face-to-face), etc. on academic achievement by level (upper, middle, and lower). Students from A high school in Gyeongsangnam-do were selected for the subjects of the study. As a result of analyzing the change in the degree of difficulty of concepts, the total score of chemistry I combined by non-face-to-face and face-to-face classes during the second semester was lower than that of the first semester. As a result of analyzing the impact of factors such as changes in conceptual difficulty, changes in class types, etc. on academic achievement by level, students' grades at the 'lower level' by non-face-to-face classes were lower than those by face-to-face classes. In particular, at the lower level of the second semester, there was a large difference in grades between non-face-to-face and face-to-face classes. In the results of these studies, it was found that instructors' active feedback is important to identify difficulties in understanding learning contents for students with low levels of academic achievement and improve them at the same time.

• Journal of the Korean Chemical Society
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• v.65 no.1
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• pp.25-36
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• 2021

This study aimed to analyze achievement characteristics of Korean students in the results of PISA 2018 science domain. To this end, the characteristics of PISA 2009 to PISA 2018 science were analyzed in terms of the percentage of each performance level and the ratio of male and female by achievement level; in addition, the percentage of correct answers by framework subscale was compared with PISA 2015. The results showed that Korea has a higher percentage of students at the lower level of achievement as compared to the high-ranking countries of PISA, and the ratio of students at the higher level of achievement was lower. On average, the difference in achievement between boys and girls was negligible; however, but at the higher achievement level, the ratio of boys continued to be higher than that of girls. In addition, in the PISA science framework, the percentage of correct answers of the questions corresponding to 'personal' of 'contexts', 'evaluate and design scientific enquiry' of 'competencies', 'epistemic' of 'knowledge', and 'high' of 'cognitive demand' increased; similarly, and achievement improved as compared to PISA 2015. Based on these results of the study, we propose a method for improving teaching and evaluation to foster Korean students' scientific competence.

• International Journal of Internet, Broadcasting and Communication
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• v.7 no.2
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• pp.79-83
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• 2015

The Response to Intervention(RTI) approaches is the method to help students who are at risk for learning difficulties in advance and provide an appropriate level of intervention. In this article, the characteristics of model RTI were reviewed for students with achievement of below basic proficiency level. We considered RTI as supporting system to document students' progress and its applicability for the general educational setting in Korean school. The tier of RTI make it possible the evidence based individual instruction and counseling, differentiated step-by step approach for students with achievement of below basic proficiency level. In conclusion, RTI can be used as educational tools for dealing with improvement of academic subjects learning, behavioral and emotional problem for students with achievement of below basic proficiency level. For building high quality implementing for RTI it is needed the collaboration of teachers, counselors and learning consultants and related educators.

• The Mathematical Education
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• v.53 no.2
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• pp.219-237
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• 2014

In this study we desire to deduce implications for mathematics curriculum, teaching- learning, and evaluation from the data of Nation Assessment of Educational Achievement. For this, first we extracted the items written by the same achievement standard over two years from 2010 to 2012. Next we investigated whether the items are the representative items of a certain proficiency level and classified into the case of the items of the same proficiency level and the case of the items of different proficiency levels. Based on these we analysed learning characteristic of the each proficiency level. From the results of the above, we proposed what should be changed in mathematics curriculum, what should be considered in teaching-learning, and what should be paid attention to test item development.

• Educational Technology International
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• v.7 no.1
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• pp.59-79
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• 2006

The purpose of this study is to measure the impact of motivation on academic achievement and satisfaction of adult learners in an e-Learning environment, and to come up with strategies to improve the effectiveness of e-Learning for adult learners. In order to find answer, devices were developed, tested for validity and reliability, and use for testing variables for 289 adult learners. To measure the impact of achievement motivation on learning in job training, a multiple regression analysis was performed. The analysis results show that achievement motivation has an impact on academic achievement with significance level .001, but does not have an impact on a learner's satisfaction. Further analyses on the subcategories of achievement motivation show that individual-oriented motivation affects achievement with significance level of .001, while social-oriented motivation does not. From this finding, some strategies to boost individual-oriented motivation are suggested to enhance effectiveness of job training in e-Learning environment. Further strategies to boost individual-oriented motivation should be developed by studying various aspects of e-Learning such as learning environments, learning culture, learning modes and methods, and evaluation.

• Journal of the Korean Institute of Educational Facilities
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• v.20 no.5
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• pp.27-34
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• 2013

Public outdoor spatial environment and its convenient facilities are playing an important role in providing space for various student activities in university campus. Previous studies have shown that many socio-demographic-economic students' background and motivation have impacted the level of academic achievement. Moreover, research also contended that school facilities at some points also influenced students' academic performance. Thus, the aim of this research was to investigate the relationship between the level of academic achievement and satisfaction of various spatial environment through survey. For that purpose, one university campus was selected and evaluation indexes were categorized into five major components of physical and experimental environment, later supported by factor analysis. Correlation analysis found that extracted factors were significantly interrelated to academic achievement. Further, regression analysis also explored sense of belonging as major predictor of academic achievement. Finally the study suggested that campus plan be approached carefully, because such experimental environment as diverse club activities at outdoor environment is a key element to academic achievement even though rated low scores in satisfaction.