• Journal of Korea Game Society
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• v.8 no.2
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• pp.37-46
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• 2008

Underachievers, having had more experience with failure in teaming, tend to lose their self-confidence and motivation for study. If they achieve more when studying, they will enhance their self-confidence and motivation and their learning accomplishments will be increased. A game-style learning system was, therefore, developed in which the learner gains self-satisfaction and motivation with a proper 'hit and win' in a game-style program. The system supplies learning content automatically and randomly while adapting to the student's level by continuously checking the learning progress. Positive effects in motivation and learning achievement were recorded when underachievers used this program.

• Journal of the Korean School Mathematics Society
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• v.9 no.1
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• pp.19-40
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• 2006

There are various efforts to alleviate problems about the learning disabilities each year, however, the number of the learning disabilities has been increasing. Therefore, we need to consider and develop practical methods to help them. In this aspect, we review and examine previous research regarding the learning disabilities which are known to be general and comprehensive. Then we suggest math clinic as one of the methods to alleviate the problem. There are purposes of the math clinic. The first is to make a comprehensive diagnosis for basic (emotional, environmental, psychological) reasons as well as the learning anxiety; not only the lower achievement in learning. The second is to provide them suitable corrective programs which would help them to gain a better understanding about mathematics and a positive learning attitude. The third is to provide them applicabilities in their learning and potentialities so that we have given them foundation in mathematics. In this article, we operate math clinic for the learning disabilities, and then make an analysis of the student's error occurred in learning, and finally we suggest a demonstrative operating program of math clinic for learning disabilities.

• 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 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.

• Journal of Digital Convergence
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• v.16 no.3
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• pp.113-119
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• 2018

The problem of poor learning has been a subject that has been constantly raised in the educational field since the mid 20th century. Therefore, this study classified the components of self - regulated learning into cognitive - control, motive - control, and behavior - control strategies, and examined the effects of self - regulated learning on internal value, self - efficacy, curiosity, and self - confidence. The study was conducted on university students who participated in the program for the study of depression in A university in Changwon city. The results showed that self - regulated learning factors had a positive effect on learning motivation. Second, the learning adjustment factors have a positive effect on self - efficacy. Finally, learning control factors have a positive effect on curiosity and self - confidence. Through this study, we confirmed that a comprehensive guidance system considering interaction is needed because various factors act integrally in the learning process. As a concrete method, it is imperative to develop a learning counseling program that can enhance the motivation level by referring to cognitive, synchronous, and behavioral factors.

• Journal of Digital Convergence
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• v.16 no.12
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• pp.87-95
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• 2018

The purpose of this study was to validate the effectiveness of academic motivation improvement program for underachieved students. Participants in the program consisted of 14 sophomores and senior. They were randomly assigned to either the experimental group(n=7) or the control group(n=7). To analysis the effectivness, matched pair t-test and independent t-test. The programs offered 6times. The results are follows. First, for the experimental group that took part in motivation improvement program, there was a increase in self-esteem. But the improvement was not significant. Second, for the experimental group that took part in motivation improvement program, there was a significant decrease in academic amotivation. Third, the experimental group showed a more significant decrease in academic amotivation. Finally, the significance and limitations of this study and suggestions for future research were presented.

• The Journal of the Korea Contents Association
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• v.16 no.5
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• pp.361-374
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• 2016

The study aims to gain information for developing educational content to support LPSMBs (low-performing students with multicultural backgrounds) in elementary and middle schools. The procedure involved surveying students about their personal characteristics, attitudes related to learning, and learning environment. I analyzed responses from 1,147 students from 200 elementary schools and 3,760 students from 320 middle schools who were LPSMBs and NPSMBs (normally performing students with multicultural backgrounds). LPSMBs in both elementary and middle school showed statistically significant lower scores on most questionnaires related to learning and learning environment than NPSMBs. LPSMBs in elementary schools showed higher scores on teachers' learning support, LPSMBs in middle school showed higher scores on classmates' learning support. LPSMBs born in foreign countries need to be given opportunities to learn Korean as well as their father's and mother's culture. I give suggestions for how to support LPSMBs' learning and learning environment based on the survey results.

• 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.

• Journal of Educational Research in Mathematics
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• v.25 no.3
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• pp.347-366
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• 2015

There are a lot of causes of under-achievement in elementary mathematics, one of which may be lack of previous learning elements. We focus on the understanding of place value. The purpose of this study is to analyze underachievers' levels of understanding of place value concepts and to find the types of place value tasks that they have had special difficulty. For this purpose, an individual test called as "the Six Tasks of Place Value(SToPV)"was applied to ten third grade mathematics underachievers in elementary school. The test is a type of place value concept tests and requires one-on-one interview with some preparation materials. The participants' reactions were analysed according to the framework by Berman(2011). The result of analysis shows that third grade mathematics underachievers tend to have a great difficulty understanding the place value concepts. Also the types of difficult tasks were various from individual to individual. Based on the test results and discussion, we suggested some implications for diagnosing place value concepts of mathematics underachievers.

• 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.