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http://dx.doi.org/10.17703/IJACT.2022.10.3.226

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.)
Publication Information
International Journal of Advanced Culture Technology / v.10, no.3, 2022 , pp. 226-236 More about this Journal
Abstract
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.
Keywords
Non-face-to-face Teaching-learning; Science Grades by Level; Paper-written Evaluation; Study-paper Evaluation; Upper- and Lower-ranked Students;
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