• Journal of The Korean Association For Science Education
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• v.35 no.5
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• pp.907-917
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• 2015

Response to Intervention (RTI), which is focused on the gap between pre-interventions and post-interventions, provides an effective intervention program. This study takes under-achievement factors into consideration to determine the overall characteristics of underachievers. The under-achievement factors include cognitive learning factors, affective factors, and environmental factors. This study conducted curriculum-based assessments, achievement tests, and assessments on attitudes toward science and science learning motivation to verify the effects of individually tailored teaching according to the types of under-achievement in science. The experimental group was composed of six students in fourth grade, and the comparison group had 23 students. The findings of the study were as follows. First, the performance and progress of underachievers in the first-stage showed little progress and did not reach grade-level performance. Second, the underachievers in the second-stage greatly improved. In particular, the average of eight sessions in the second-step demonstrated performance beyond that of the regular child. Third, individually tailored teaching according to the types of under-achievement in science positively affected attitudes toward science and science learning motivation. This study will contribute to the improvement of the underachiever by applying individually tailored teaching according to the types of under-achievement in science.

• Journal of Korean Elementary Science Education
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• v.41 no.1
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• pp.44-64
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• 2022

This study explored the elementary school teachers' experiences while teaching students with low achievement in science based on the grounded theory. In-depth interviews and analysis were conducted on 13 teachers with experiences in teaching students with low achievement in science within the last three years and more than five years of field experience until the theoretical saturation of data on the teaching experiences for students with low achievement in science. The analysis results were as follows. First, the teaching experiences of elementary school teachers for underachievers in science were classified into 119 concepts, 41 subcategories, and 17 categories. Based on the paradigm model, the categories were structured and presented as causal conditions, contextual conditions, intervening conditions, action/interaction strategies and consequences based on the central phenomenon of 'difficulty in teaching students with low achievement in science'. Second, the core category of elementary school teachers' teaching underachievers in science was assumed to be 'overcoming difficulties and teaching underachievers in science'. And according to the properties and dimensions of the core category, teachers who teaching students with low achievement in science were divided into four types: 'compromising-', 'overcoming-', 'accepting-', and 'conflicting-reality type'. Third, a conditional matrix was presented to summarize and integrate the results of this study by classifying the teaching experience of elementary school teachers for underachievers in science into educational providers and educational demanders. On the basis of these findings, educational implications for teaching students with low achievement in science were discussed.

• Journal of Science Education
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• v.39 no.3
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• pp.418-433
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• 2015

In this study, we investigated the cognitive characteristics of low science achieving middle school students in K-WISC-IV, and compared the results with high science achieving and achieving students. The results showed us that high science achieving students scored higher than counterparts in FSIQ. Low science achieving students scored lower than high science achieving and achieving students in VCI. Especially low science achieving students scored lower than two groups in subtest SI. The low level of abstraction in low science achieving students is due to the lack of scientific reasoning ability. Therefore subtest SI is considered as highly discriminating test for low science achieving group. Low levels in verbal comprehension, abstraction and reasoning ability are the major factors in poor school performance. High science achieving students scored more than achieving and low achieving students in WMI. Because the working memory is involved in scientific reasoning problem solving process, it is believed to play an important role in science achieved.

• Journal of The Korean Association For Science Education
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• v.22 no.4
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• pp.750-756
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• 2002

The purpose of this study was to examine the effects of a treatment program by types of underachiever developed from "electric voltage and current" section in the 8th grade science textbook. The program for the underachiever who have lack of basic knowledge and needs to learning aimed to improve their achievement and attitude toward science. For this study, 171 8th grade students were sampled and distributed to control and experimental group. Among them, 54 underachievers were identified. The underachievers were defined as science achievement level is below mean and IQ is above 90. The independent variables in this study were teaching method (traditional instruction and developed instruction) and types of underachiever. The dependent variables were students' achievement and attitude toward science. Pretest-posttest control group design was used. The main results of this study were that the treatment program emphasizing learning sheet activities based on LT(Learning Together) model had significant effect for underachievers who have lack of basic knowledge and needs to learning to increase their achievement and attitude toward science.

• Journal of The Korean Association For Science Education
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• v.34 no.5
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• pp.421-436
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• 2014

The purposes of this study were to develop the customized instructional programs by the causes of science underachievement and to identify the effectiveness of these programs. For these, we analyzed the characteristics of underachievers and causes of science underachievement and classified 22 7th grade science underachievers into three different types such as lack of science process skill, lack of science learning motivation, and lack of science learning strategy. They then were divided into the experimental and comparative groups. Instructional programs treated for both groups covered the same topics and were conducted once a week for 60 minutes each time for 15 weeks. Eleven students in the comparative group were treated with an activity-centered science program that dealt with basic science concepts. Unlike science underachievers in the comparative group, those in the experimental group were given customized instructional program. After the treatment, students were administered several tests including a test on awareness of the program, science process skill test, science learning motivation and strategy test, and academic science achievement test. In addition to the results of those tests, worksheets, daily activity reports, and interviews were used to evaluate a customized instructional program that was applied to the experimental group. Results of the study showed that these programs relieved science underachievers from the cause of poor achievement and accordingly help them achieve better performance in academics. In addition, both lack of learning motivation and lack of learning strategy types tended to relieve the other causes of science underachievement. Also, the experimental group showed a high level of satisfaction with the customized instructional programs.

• Journal of Science Education
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• v.47 no.1
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• pp.11-23
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• 2023

In this study, we examined the effect of socioscientific issue (SSI) based science lessons on underachieving 9th-grade students. A total of seven lessons centered on two SSIs related to the national science curriculum were developed and implemented during the first semester of 2021. Data were collected from 185 9th-grade students in one middle school in a mid-sized city of South Korea. Among them, 37 were identified as achieving far below the standards (underachieving students hereafter). Quantitative data were collected from pre- and post-tests on basic science content and attitudes and competency measures. To supplement quantitative data, lesson observation notes were recorded, and student interviews with a selected number of students were conducted. The analysis of quantitative data was conducted through the Wilcoxon Signed Rank Test and paired t-tests. Qualitative data were analyzed to find reasons for changing attitudes. The findings showed that the SSI-based lessons were more effective on underachieving students than the others in enhancing basic academic achievement, while there was no significant effect on all in attitudes and competency. Lesson observation data showed that underachieving students were more engaged in SSI-based lessons than before. Student interviews demonstrated several reasons why they were engaged, suggesting the aspects of SSI-based lessons that facilitated underachieving students' learning. Further research topics are suggested.

• Journal of Science Education
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• v.38 no.3
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• pp.509-524
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• 2014

The purposes of this study were to develop a program utilizing learning strategies for underachieving middle school students in science and to identify the effectiveness of the program on the ability of using learning strategies and the improvement of science academic achievement. For this study, we developed the program of learning strategies consisting of eleven consecutive lesson plans focusing on the content of 2009 revised national science curriculum and applied the program to three underachieving students in science of 7th grade, who have weaker learning strategies that can be used for science study than other underachievers. After treatments, we analyzed the effectiveness of this program through science learning strategy tests, overall assessments, student-activity sheets, research logs, learning-transcription details, analysis of interviews with students, and observation of classes. According to this study, the enhancement of the ability of using learning strategies was limited because it was difficult for the students to change their fossilized strategies. On the other hand, their overall academic performance was considerably improved since the students became interested in studying science drawing on the learning strategies. Therefore, the program of learning strategies had a positive effect on improving the science underachievers' ability of using learning strategies and academic achievements.

• The Journal of the Convergence on Culture Technology
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• v.10 no.1
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• pp.395-402
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• 2024

The purpose of this study is to verify the effect of the intensive support program for junior college students with low academic performance on students' learning motivation and self-learning efficacy, and to explore its meaning. This study was conducted with 46 students who participated in the JUMP-UP program supported by the D University Teaching and Learning Development Center in Busan for backers and students with low grades. The research question of this study is, first, does the JUMP-UP program affect the reinforcement of the learning motivation of junior college students? Second, does the JUMP-UP program affect the self-learning efficacy of junior college students? As a result of examining the effectiveness by conducting a survey before and after participating in the JUMP-UP program, the JUMP-UP program showed statistically significant changes in all items of participating learners' learning motivation and self-learning efficacy. Through this, it can be seen that an intensive support program such as the JUMP-UP program is valuable as a support program suitable for improving the learning motivation and self-learning efficacy of vocational college students suffering from low academic performance.

• Asia-pacific Journal of Multimedia Services Convergent with Art, Humanities, and Sociology
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• v.6 no.5
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• pp.135-142
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• 2016

This study aimed to identify the correlation between internal/external motive, academic failure (emotion, behavior, task preference), depression (depressive emotion, behavioral disorder, loss of interest, self-degradation and physiological symptom), and academic efficacy of elementary school students with underachievement basic learning, and discover the influential variables on internal/external motive, targeting 56 elementary school students with underachievement in third and fifth grade of 10 elementary schools in G metropolitan city. The research conducted T-test to figure out the difference between the children with underachievement by year and carried out theregression analysis to identify the predictors of self-determination motives. First, there was a difference between the third and fifth graders in terms of the external motives. Second, the influential variables for external motives of children with underachievement included depressive emotion, loss of interest and physiological symptom. Therefore, as more third graders with underachievement study under the external motives compared to the fifth graders, it is concluded necessary to adopt a program to reduce the variables for depression that influence the external motives.

• 대한지구과학교육학회:학술대회논문집
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• 2010.08a
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• pp.14-14
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• 2010