DOI QR코드

DOI QR Code

A Study on the Change in Science Grades and the Influence of Science Grades by Level according to Non-face-to-face and Face-to-face Teaching-Learning

  • Koo, Min Ju (Dept. of Chemistry Education, Gyeongsang National Univ.) ;
  • Jung, Woong Jae (Dept. of Chemistry Education, Gyeongsang National Univ.) ;
  • Park, Jong Keun (Dept. of Chemistry Education, Gyeongsang National Univ.)
  • 투고 : 2022.08.05
  • 심사 : 2022.09.06
  • 발행 : 2022.09.30

초록

We compared and analyzed the changes in students' science grades and their effects on science grades by level (upper, middle, and lower) according to non-face-to-face and face-to-face teaching-learning. 66 students from A Middle School in Gyeongsangnam-do were selected for the study. As a result of analyzing the change in science grades according to the teaching-learning type, the average score of science grades by non-face-to-face teaching-learning was lower than the corresponding score of science grades of face-to-face teaching-learning. As a result of comparing the level of understanding of learning content according to the evaluation type (paper-written, study-paper) in non-face-to-face and face-to-face teaching-learning, the average scores of science grades by paper-written and study-paper evaluations in non-face-to-face teaching-learning were significantly low. In addition, as a result of comparing the effect on science grades by level according to the teaching-learning type, the average score of science grades of lower-ranked students in non-face-to-face teaching-learning was relatively low.

키워드

참고문헌

  1. Ministry of Education. "Announcement of a plan for teaching at kindergarten, elementary, middle, high school, and special schools," M.O.E. Press Release, 4 May. 2020.
  2. Y. H. Lee, "Explorations for the Effective Implementation Based on the Students' Satisfaction Survey for the Online Class in the University for the COVID-19 Response," Korean Assocation of International Culture Exchange, Vol. 10, No. 1, pp. 271-306, 2021. https://doi.org/10.30974/kaice.2021.10.1.12
  3. D. J. Lee and M. Kim, "University students' perceptions on the practices of online learning in the COVID19 situation and future directions," Multimedia-Assisted Language Learning, Vol. 23, No. 3, pp. 359-377, 2020. https://doi.org/10. 15702/mall.2020.23.3.359 https://doi.org/10.15702/mall.2020.23.3.359
  4. J. D. Kim, "Analysis of Content through Student Response to Face-to-face and Untact Instructions," Journal of the Edutainment, Vol. 2, No. 2, pp. 1-15, 2020. https://doi.org/10.36237/koedus.2.2.1
  5. E. Oh and Y. Kim, "Research on the Students' Behaviors of the Online Learning Environments," Asiapacific Journal of Multimedia Services Convergent with Art, Humanities, and Sociology, Vol. 9, No. 6, pp. 123-131, 2019. http://doi.org/10.35873/ajmahs.2019.9.6.011
  6. H. -S. Park, "The Effect of Learning Presence by University Students on Learning Performance in Distance Lecture," Master's thesis, Ewha Womans University, Seoul, 2020.
  7. J. -E. Lim and M. -H. Lee, "Effects of Online Learners' Presence Perception on Academic Achievement and Satisfaction Mediated by Self-efficacy for Self-regulated Learning and Agentic Engagement," The Korean Journal of Educational Methodology Studies, Vol. 32, No. 3, pp. 461-485, 2020. http://doi.org/10.17927/tkjems.2020.32.3.461
  8. H. W. Lee, "The Effects of Self-Regulated Learning Skills on Group Self-Regulation, Group Performance, and Group Activity Satisfaction in Project-based Collaborative Learning," The Korean Journal of Educational Methodology Studies, Vol. 24, No. 1, pp. 171-183, 2012. http://uci.or.kr/G704-001474.2012.24.1.005 https://doi.org/10.17927/TKJEMS.2012.24.1.171
  9. M. Boekaerts, "Self Regulated Learning. Bridging the Gap Between Metacognitive and Metamotivation Theories," Educational Psychologist, Vol. 30, No. 4, pp. 195-200, 1995. https://doi.org/10.1207/s15326985ep3004_4
  10. S. I. Park and M. Kim, "Comprehensive Analysis on the Utilization of Various Self-Regulated Strategies According to the Self-Regulated Learning Ability Levels Under the Three Phases of Problem Solving Learning," Asian Journal of Education(AJE), Vol. 6, No. 3, pp. 129-159, 2005. http://uci.or.kr/G704-000733.2005.6.3.002
  11. S. H. Jeong, O. K. Kwak, B. G. Kim, and J. K. Park, "Teaching-Learning Effects Using Self-Regulated Learning Strategy: For Students of Scientific High School," Journal of the Korean Chemical Society, Vol. 58, No. 5, pp. 463-477, 2014. https://doi.org/10.5012/jkcs.2014.58.5.463
  12. Y. -S. Lee, "The Relationship Between Self-Regulated Learning Strategy, Presence, and Academic Achievement in Web-Based e-learning," Master's thesis, Kookmin University, Seoul, 2017.
  13. K. Y. Lim, S. W. Kim, and Y. J. Kim, "The Relationships Between Metacognitive Self-Regulation, Emotion Regulation and Achievement in a Collaborative Learning Environment: The Moderating Effects of Co-regulation and Self-efficacy for Group Work," The Journal of Learner-Centered Curriculum and Instruction, Vol. 15, No. 10, pp. 685-707, 2015. http://uci.or.kr/G704-001586.2015.15.10.034 https://doi.org/10.034
  14. D. J. Kim, "A Study on Longitudinal Relationship Between Self-Regulated Learning and Academic Achievement : Using ARCL and LGM," Ph.D. Dissertation, Sungkyunkwan University, Seoul, 2012.
  15. S. -Y. Jang and S. B. Lee, "The Effects of Self-Regulated Learning Level and Reflection Journal Type on Academic Achievement in Online Science Inquiry," Journal of Educational Technology, Vol. 28, No. 3, pp. 531-557, 2012. http://uci.or.kr/G704-000394.2012.28.3.004 https://doi.org/10.17232/KSET.28.3.531
  16. S. A. Jo, "The Influence of University Students' Online Course Experience and Level of Self-Directed Learning Strategy on Learning Satisfaction and Persistence," Master's thesis, Korea National University of Education, Chung-Buk, 2013.
  17. M. J. Lee and Y. M. Song, "A Study on the Differences of Academic Motivation and Self-Evaluation According to Level of Self-regulated Learning, Self-Efficacy and Academic Achievement," Secondary Education Research, Vol. 52, No. 1, pp. 85-104, 2005. http://uci.or.kr/G704-001585.2005.53.1.016
  18. S. H. Kang, "Predictors of Academic Achievement and Dropout Thinking Among University Students," Journal of Educational Evaluation, Vol. 23, No. 1, pp. 29-23, 2010. http://uci.or.kr/G704-000051.2010.23.1.002 https://doi.org/10.23.1.002
  19. M. J. Koo and J. K. Park, "Influences on the Understanding of General Chemistry According to the Completion of Chemical Subjects in High School," International Journal of Advanced Culture Technology(IJACT), Vol. 9, No. 4, pp. 237-247, 2021. https://doi.org/10.17703/IJACT.2021.9.4.237
  20. Ministry of Education. 2015 Revised National Science Curriculum. Nofication No. 2015-74 of Ministry of Education, 2015.
  21. H. Park, "Case Study of Synchronous and Asynchronous Class Operations in a Non-face-to-face Environment," Culture and Convergence, Vol. 43, No. 4, pp. 173-192, 2021. https://doi.org/10.33645/cnc.2021.04.43.4.173
  22. Y. Choi and N. -Y. Ji, "Study on Relationship Between Learner Interaction and Satisfaction in Non-faceto-face English Lectures: Focusing on Moderating Effect of Lecture Type," Multimedia-Assisted Language Learning, Vol. 23, No. 4, pp. 233-253, 2020. https://doi.org/10.15702/mall.2020.23.4.233
  23. M. -H, Kang, S. -Y. Kim, and J. H. Kang, "Mediating Effect of Perceived Interaction on the Predictability of Self-Regulated Learning and Teaching Presence on Google Plus-Based Project Learning Outcomes," Institute of Distance Education, Vol. 11, No. 2, pp. 275-302, 2015. https://doi.org/10.26857/JLLS.2015.05.11.2.275
  24. S. -K. Shim, "Relationship Among the Learning Instrument, Learning Achievement, and Learning Satisfaction in Online Class," The Korea Contents Association, Vol. 12, No. 3, pp. 487-497, 2012. https://doi.org/10.5392/JKCA.2012.12.03.487
  25. K. D. Kim, "A Structural Analysis of Effect Factors on Academic Achievement in e-learning Environments," Master's thesis, Korea University, Seoul, 2010.
  26. Y. Jeon and J. Cho, "Analysis of Class Satisfaction and Perceived Learning Achievement to the Interaction Type on e-learning in University," Journal of Internet Computing and Services, Vol. 18, No. 1, pp. 131-141, 2017. https://doi.org/10.7472/jksii.2017.18.1.131
  27. C. H. Moon and J. H. Kim, "Interaction and Flow as the Antecedents of e-learner Satisfaction," The Journal of Korean Association of Computer Education, Vol. 14, No, 3. pp. 63-72, 2011. http://uci.or.kr/G704-001447.2011.14.3.006 https://doi.org/10.32431/KACE.2011.14.3.006