• Title/Summary/Keyword: 부진학생

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Improvement of early prediction performance of under-performing students using anomaly data (이상 데이터를 활용한 성과부진학생의 조기예측성능 향상)

  • Hwang, Chul-Hyun
    • Journal of the Korea Institute of Information and Communication Engineering
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    • v.26 no.11
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    • pp.1608-1614
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    • 2022
  • As competition between universities intensifies due to the recent decrease in the number of students, it is recognized as an essential task of universities to predict students who are underperforming at an early stage and to make various efforts to prevent dropouts. For this, a high-performance model that accurately predicts student performance is essential. This paper proposes a method to improve prediction performance by removing or amplifying abnormal data in a classification prediction model for identifying underperforming students. Existing anomaly data processing methods have mainly focused on deleting or ignoring data, but this paper presents a criterion to distinguish noise from change indicators, and contributes to improving the performance of predictive models by deleting or amplifying data. In an experiment using open learning performance data for verification of the proposed method, we found a number of cases in which the proposed method can improve classification performance compared to the existing method.

A Study of Teaching Math Underachievers Using Flipped Classroom (거꾸로 교실을 활용한 수학학습부진아의 학습지도에 관한 연구)

  • Kim, Hwan-Cheol;Kang, Soon-Ja
    • Journal of the Korean School Mathematics Society
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    • v.20 no.4
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    • pp.521-536
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    • 2017
  • One of difficulties with which teachers meet is to have underachievers with no willingness and motivation for study involved in class. Mathematics underachiever are average or above average in their intelligence but their actual achievement in mathematics did not coincide to their intellectual capabilities. The teaching strategy for them is to motivate them to try to study mathematics and to experience the improvement in their mathematics grade. In this paper, we choose flipped classroom as the strategy of teaching basic mathematics to math underachievers and applied it to them. Then we wanted to make sure the possibility for applying flipped classroom to teaching math underachievers through the analysis of change in the scholastic achievement of students in mathematics and mathematical disposition. The results of this study are as followings; First, when we taught basic math to underachievers using a flipped classroom, we confirm that math underachievers with active participation improved scholastic achievements significantly. Second, the flipped classroom was led to positive effects in an affective domain. In particular, it showed the most noticeable change in the area of willingness to math problem-solving and perception about the value of mathematics.

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A Teaching Method of Basic Mathematics for the Matriculants by Ability Grouping (대학 입학예정자를 위한 기초수학 수준별 학습지도 방안)

  • Kim, Hee-Jin;Seo, Jong-Jin;Pyo, Yong-Soo
    • Journal of the Korean School Mathematics Society
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    • v.14 no.3
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    • pp.339-354
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    • 2011
  • The purpose of this paper is to find out the effective teaching method and improvement for managing the special lecture of basic mathematics which is grouped by the level of low achievement students who are matriculants. From the result, we want to know how the lecture with teaching method of differentiated learning affect on the students, especially who have under achievement, to be interested and confidential in mathematics.

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The effects on academic of self-directed learning and in-depth interviewing program in engineering underachieved students (자기주도학습과 심층면담 프로그램이 이공계 학습부진학생의 학업에 미치는 영향 연구)

  • Kim, Hae-kyung;Choi, Wonyoung
    • Journal of Engineering Education Research
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    • v.18 no.1
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    • pp.54-60
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    • 2015
  • The purposes of the study are to investigate the effects on academic of the self-directed learning and in-depth interviewing program in engineering underachieved students. 17 students participated in program and the grade points average(GPA) of participants are less than 2.5. First, we focus on the change of academic achievement after the self-directed learning and in-depth interviewing program. According to results, it is very effective not only in improving academic achievement of the participation subject but also in increasing GPA. Second, the pre-survey and the post-survey were conducted to the participants. We found some facts from the difference between the pre and post surveys. The expectation and satisfaction about learning have improved after self-directed learning, and the participants' recognition showed the meaningful change in important factors about learning.

Analysis on the 3rd graders' achievement in the elementary school - focused on the result of the Grade 3 Diagnostic Assessment of Basic Competency in 2011 - (초등학교 3학년 학생들의 학업성취도 분석 - 2011년 초등학교 3학년 기초학습 진단평가 결과를 중심으로 -)

  • Kwon, Jeom Rae
    • Education of Primary School Mathematics
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    • v.16 no.2
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    • pp.163-182
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    • 2013
  • The purpose of this study is an analysis on the 3rd graders' achievement in the elementary school. For this purpose, this study, first, analysed on the 3rd graders' achievement like the ratios of the achievement levels for whole students, sexual students, and regional students. Second, this study analysed the 3rd graders' assessment results like the total averages, averages for the contents area, sexual students, and regional students. Third, this study analysed students' special responses on the items.

English title The Development on factors for the reading downturn Elementary School in fifth grader (초등학교 5학년 아동의 독서부진요인 분석을 위한 측정도구개발)

  • Jang, Hae-Sook
    • Proceedings of the Korean Society for Information Management Conference
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    • 2014.08a
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    • pp.49-58
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    • 2014
  • 초등학교 5학년 학생들을 대상으로 독서부진요인을 알아보기 위한 측정도구를 개발하는데 목적이 있다. 연구방법으로는 질적 양적 연구를 모두 실행하는 혼합연구방법을 선택하였으며, 연구 대상자는 5학년 학생 1,320명으로, 1단계 질적 연구에서는 포커스그룹 인터뷰와 문헌연구를 수행하였다. 2단계 양적 연구에서는 질적 연구에서 도출된 내용을 근거로 예비문항을 개발하여 구조화된 질문지를 제작하였다. 3단계 양적 연구에서는 측정도구의 신뢰성과 타당성을 확보하기 위하여 소수의 학생을 대상으로 2회의 예비조사를 실시하였다. 결과로는 4개 평가영역, 12개 평가항목, 44개 평가내용으로 구성하였다.

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Effects of Scheme Based Strategy Instruction on Mathematical Word Problems of Ratio and Proportion for Underachievers or At-risk LD Students (학습부진 또는 학습장애 위험군 학생들의 비와 비례 문장제 문제해결 향상시키기: 도식기반교수의 역할)

  • Jeon, Yoon-Hee;Chang, Kyung-Yoon
    • School Mathematics
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    • v.16 no.4
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    • pp.659-675
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    • 2014
  • The purpose of this study is to investigate the effects of scheme based strategy Instruction on problem solving of word problems of ratio and proportion for students with under achievement or at risk for learning disabilities. Three $7^{th}$ graders of underachieving or at risk LD were participated in this study. Three steps of instructional experiment-testing baseline, intervention with schematic-based strategy, testing for the abilities of problem solving, generalization, & sustainability. The results showed that the schema-based strategy, FOPS was effective method for all three students enhancing problem solving abilities and for generalizing and sustaining the problem solving.

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A Case Study on Basic Learning Ability Achievement in the Field of Basic Mechanics for Students with Poor Basic Learning Ability (기초학습능력 부진학생을 위한 기초역학 분야 기초학력강화 사례 연구)

  • Lee, Jongkil
    • Journal of Practical Engineering Education
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    • v.10 no.2
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    • pp.95-102
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    • 2018
  • Many undergraduate engineering freshmen have difficulties in attending major courses due to their poor basic academic ability. Regardless of the university level it is a reality in universities all over the country. In order to solve the problems of poor learning and basic academic ability, in this study, students who want to major in mechanical engineering at A university, it was confirmed the effectiveness and surveyed the satisfaction with the questionnaire. The pre and post test results showed that the A group improved scores by 40.1% and the B group by 18.9%. Questionnaire survey and in-depth interviews conducted after the completion of the program. It showed that the basic learning ability achievement program was highly satisfied with the overall average of 90.6% (4.53/5.0) and an useful program which not only contributed to the interest in the major subjects and the confidence in the academic achievement but also build positive relationships between the student and professor.

The study of the activity with writing of note for learning of underachievers on mathematics class (수학 학습부진아 지도를 위한 노트쓰기활동에 관한 연구)

  • Lee, Hwayeon;Kim, Yunghwan
    • Journal of the Korean School Mathematics Society
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    • v.19 no.3
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    • pp.277-289
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    • 2016
  • This study is to figure out the activity of individual education with the note-taking in math class and correction and supportive explanations on attitudes toward learning of underachievers in mathematics in the second-year class of high school. This study has begun on the basis of the judgement that the note-taking especially correction and supportive explanations could help the underachievers in mathematics focus in class and develop good learning habits, and besides, students make a good relationship with teacher. According to this result, Many researches and exertions need to inform every student that mathematics is open and doing mathematics is a happy object. if the students who are underachievers were given the chance to organize their learning by themselves in the class with note-taking and correction and supportive explanations in the long-term, it should be effective enough to change their attitudes toward learning.

The analysis of gender difference on mathematics achievement after learning using CAS on mathematics underachiever (수학학습부진아의 CAS을 도입한 학습 결과를 바탕으로 한 성차분석)

  • Kim, In-Kyung
    • Journal for History of Mathematics
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    • v.24 no.4
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    • pp.157-180
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    • 2011
  • This paper analyzed about gender difference in the achievement of underachievers of high school students while learning using technology. Participants were composed of 67 underachievers on first grade in high school located in a metropolitan city. That had never used a mathematics educational calculator before. Target participants were divided into two groups: experiment group that studied activity papers with a CAS calculator. And control group that studied the same activity papers using only paper-and-pencil. The content of the activity papers for the two groups was the same, but the structure differed. The two groups completed mathematics achievement tests both before and after the activity papers. The results are that find out no difference of the mathematics achievement between boys and girls in each group, and that the mathematics achievement of boys in experiment group are better than one of boys in control group, and also girls.