• Journal of the Korean Chemical Society
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• v.58 no.3
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• pp.303-312
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• 2014

In this study, we analyzed the characteristics of science academic achievement by multiple culture and North Korean migrant students types, percentage of correct answer and discrimination per items per groups, and contents domains using quantitative and qualitative method in the National Assessment of Educational Achievement (NAEA). As a results of analysis, the degree of science academic achievement of the students from multiple culture and North Korean is much lower than that of the general students. Also, the science academic achievement of the students from multiple culture and North Korean migrant is different from the general students. Especially, science academic achievement of the immigrated students and the North Korean migrant students was lowest. The analysis of items that the difference of the percentage of correct answer was large showed that the students from multiple culture and North Korean migrant were equally weak to it in all contents domains, but that the students from international marriage family born in country were weak in some areas. Therefore, the appropriate the teaching and learning method and the educational support is needed considering the group situation, so the educational implications are discussed.

• Journal of Elementary Mathematics Education in Korea
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• v.23 no.1
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• pp.19-41
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• 2019

In this study, we present an analysis framework based on the 2015 revised curriculum to analyze how mathematical contents and achievement standards for domains of numbers and computations have changed in the curriculum of elementary mathematics in Korea. Based on this, we classified the achievement standards by type and investigated their characteristics. The achievement standards for numbers and computations can be divided into the successive, the extinctive, and the additive achievement standards depending on their characteristics. The successive achievement standards are the ones that have consistently existed without being removed from the 1-st curriculum to the latest revision in 2015. The extinctive achievement standards are the ones that have been removed at some point during the revisions of nine times and do not remain in the current revision in 2015. The characteristics of the extinctive achievement standards were analyzed to be different before and after the 4-th curriculum. The additive achievement standards refer to the ones that have been newly added to the curriculum or that have been removed at a certain moment but added back in later and thus exist in the current revision in 2015. The characteristics of each type according to the changes of the achievement standards can be thought to be the results that the revision for the mathematics curriculum in Korea has been faithfully conducted. Based on the results of this study, we suggest some implications for organizing the achievement standards in the future curricular development.

• Journal of the Korean School Mathematics Society
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• v.17 no.1
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• pp.23-43
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• 2014

This study aims to develop strategies for improving the affective characteristics of Korean students based on results from international achievement tests. In pursuing the goal, different research methods are employed including a) analysis of the theories and literature regarding the affective domains included in PISA and TIMSS studies; b) analysis of the current situation and needs of Korean students with respect to the affective factors based on PISA and TIMSS results; c) case studies of best practices in relation to students' affective domains in Korea and abroad; and d) development of strategies for improving and supporting Korean students' affective characteristics. Especially, this paper describes meta-analyses of the results from the previous PISA and TIMSS studies. Afterwards, it reports statistical analyses results on the relationship between students' affective achievements and educational context variables. Data from TIMSS 2011, TIMSS 2007, PISA 2006, and PISA 2003 are used for the analyses, and contextual variables are selected through rigorous statistical analyses including frequency and correlation, and expert consultation. The effects of educational contextual variables on students' affective achievement in mathematics and science are analyzed through Hierarchical Linear Model.

• Communications of Mathematical Education
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• v.35 no.1
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• pp.97-118
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• 2021

Since the characteristics of teachers that affect mathematics academic achievement are constantly changing and affecting mathematics achievement, longitudinal studies that can predict and analyze growth are needed. This study used data from middle and high school students from 2013(first year of middle school) to 2017(second year of high school) of the Seoul Education Longitudibal Study(SELS). By classifying the longitudinal changes in mathematics academic achievement into similar subgroups, the direct influence of teachers' characteristics(professionalism, expectations, academic feedback) perceived by students on the longitudinal changes in mathematics academic achievement was examined. As a result of the study, it was found that the characteristics of mathematics teachers(professional performance, expectation, and academic feedback) in group 1(343 students), which included the top 14.5% of students, did not directly affect longitudinal changes in mathematics academic achievement. Students in the middle 2nd group(745, 32.2%) had academic feedback from the mathematics teacher, and the 2nd group(1225 students) in the lower 53%, which included most of the students, showed that the expectations of the mathematics teacher were the longitudinal mathematics achievement. The change has been shown to have a direct effect. This suggests that support for teaching and learning should also reflect this, as the direct influence of teachers' professionalism, expectations, and academic feedback on longitudinal changes in mathematics academic achievement is different according to the characteristics and dispositions of students.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.11 no.6
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• pp.2138-2143
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• 2010

The purpose of this study was to investigate the relationship of academic achievement and the achievement goal of students of Department of occupational therapy in Gyeongnam Province. 106 students in the department of occupational therapy filled out a questionnaire. For this study, Elliot & Church's Achievement Goal and GPA were used. The achievement goal was subdivided into the mastery goal, the performance approach goal, and the performance avoidance goal. The GPA from the previous semester was used. The results of this study were as follows. Female students received higher grades on all of the Achievement Goals than male. The results of the performance approach goal decreased as the students' class seniority increased. The performance approach goal showed academic achievement correlated positively with performance approach, but correlated negatively with the performance avoidance goal. The negative achievement goal got lower as the seniority of students increased. On the basis of these results, an educational approach is necessary for the positive achievement goal where an understanding of the students' individual characteristics are account for in the achievement goal.

• Journal for History of Mathematics
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• v.24 no.3
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• pp.145-163
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• 2011

This study sets the cut points of affective achievement scores based on the criteria referenced assessment. The modified Angoff method is applied to the standardized mathematics affect inventory which had validity and reliability. The cut points are set for 6 factors i.e. learning directivity, self control, anxiety, interest, cognizing value and confidence. As the results, among percentages of factor that middle school 2nd grade students in Korea achieved, the proportion of cognizing value is the highest. And there are no difference of the proportions as for gender, differentiated instruction, and region.

• Journal of Gifted/Talented Education
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• v.23 no.4
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• pp.523-535
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• 2013

The purpose of the present study is to investigate the factors which affect academic achievements among gifted students' intellectual and personality characteristics. For this purposes, 125 science gifted students' learning ability test and NEO personality test data were collected and analyzed along with the school achievement scores. According to the results of this study, there are significant relationships between academic achievements and conscientiousness, executive function, and learning motivation. Based on the achievement level, there are positive correlation between academic achievement and conscientiousness in a high academic achievement group. For the middle academic achievement group, there are positive relationship with executive function and learning motivation attention but negative relationship with extraversion. For the low achievement group, concentration was the only factor highly correlated with academic achievement. For the high academic achievement group, conscientiousness is a significant predictors of academic achievement; for middle academic achievement group, executive function and learning motivation were the significant predictors; for low academic achievement group, concentration was the significant predictors of academic achievement. Results were discussed in terms of practical value of enhancing gifted students' academic achievement.

• Journal of the Korean School Mathematics Society
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• v.14 no.4
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• pp.491-518
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• 2011

According to a number of recent studies, Korean students' affective achievement was at much lower level than cognitive achievement, which indicated the needs for nationwide researches. Although a variety of effort was put into finding ways to improve students' affective achievement, few researches focused on teachers was being underway. Thus, this study was conducted with 327 secondary school mathematics teachers in Gyeonggi-do- by survey method to investigate on how teachers feel affective domain in their teaching practice, how much they it into account at class, and what their wills or plans are to put it into action. According to the results, there existed a distinctive gap between teachers and students in affective domain.

• Korean Journal of Social Welfare Studies
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• v.43 no.1
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• pp.5-29
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• 2012

The present study was to explore what makes adolescents think of themselves as troublemakers even without conduct problems. It was expected that the failure to attain socio-developmental milestones(e.g., healthy relationships with others, academic achievement) would lead to form trait aspect of deviant self-concept. A latent state-trait autoregressive modeling was used to analyze five annual waves of data from 3,449 adolescents taken from the Korean Youth Panel Study. We decomposed trait and state aspect of deviant self-concept and identified significant predictors of trait-like deviant self-concept, while additionally testing for gender differences. Our results showed that conduct problems had greater effect on deviant self-concept among girls compared with boys. Conduct problem was most predictive of deviant self-concept, and yet both poor peer-relations and school failures predisposed adolescents to have deviant self-concept. Low academic achievement conferred risk for trait aspects of deviant self-concept with no gender difference, whereas poor peer relation was more predictive among girls. It highlights the cultural value system underlying self-concept and how and why adolescents think of themselves as troublemakers.

• Proceedings of the Korea Information Processing Society Conference
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• 2011.11a
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• pp.1502-1504
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• 2011

최근 소셜 네트워크를 이용한 학습 방법이 활발하게 연구되고 있다. 동일한 영역에 지식을 공유하고 새로운 정보를 웹에서 생성하는 등 집단지성 학습자들이 계속적으로 늘어가고 있으며, 특히 IT 학습을 위한 온라인기반 교육은 관심도와 직군에 따른 집단지성을 통한 효과적인 학습 성취도를 높일 수 있다. 따라서 본 연구는 웹 기반을 중심으로 한 IT집단지성 학습자들의 개인차를 파악하고, 각 특성에 따른 다양성을 적용하여 학습과정 중 자신에게 적합한 학습경로를 파악하여 학습의 지속적인 진행에 있어 정확한 자료를 제공하고 효율적인 학습의 진행이 이루어져 성취도를 높일 수 있도록 학습 성취도 예측 시스템을 연구 개발하는 데 그 목적이 있다. 이를 위해 먼저 IT습자들이 자신의 개인차를 파악하기 위해 학습의 유형, 학습몰입, 인지적 능력, 개인적 성향, 창의적 성향 등을 활용한 검사도구의 개발이 선행되어야 한다. 다음으로, IT 전공자 혹은 비전공자를 대상으로 예비조사를 실시하고 그 결과를 바탕으로 학습 성취도 예측을 가능하게 하기위한 시스템을 설계하고자 한다. 향후 본 연구의 결과로 학습자의 학습 성취도를 향상시키고, 예측 결과에 의한 집단지성 그룹을 좀 더 효과적으로 운영 할 수 있는 시스템을 구축할 수 있을 것으로 기대한다.