• Korean Journal of Social Welfare
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• v.61 no.1
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• pp.57-79
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• 2009

This study analyzes the effect of poverty on child development outcomes including academic achievement, self-esteem, depression/anxiety, attention problems, aggression, and delinquency. The poverty experiences among elementary school children are longitudinally observed during 3 years between the 4th grade and the 6th grade. When development outcomes are compared among persistently poor children, transitory poor children, and non-poor children, academic achievement is found to be significantly different. The analyses of the relationships between the poverty status and developmental trajectories show that academic achievement among non-poor children has improved over time, while the level of poor children's achievement has decreased. The result also shows that problematic behaviors such as attention problems, aggression, delinquency has improved over time among all the children. Yet, the gap between poor and non-poor children has not decreased. The multivariate analyses indicate that the effect of poverty remains statistically significant only for academic achievement after children's individual and familial characteristics are controlled. Past experiences of poverty in addition to the current poverty affect academic achievement and persistent poverty has a stronger effect than transitory poverty on academic achievement, although the findings are not consistent across all the estimated models.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.21 no.6
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• pp.611-617
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• 2020

The purpose of this paper was to understand the mediating effect of academic achievement on the relationship between youth activity participation and career decision-making in middle school students. To this end, data from the KCYPS2018 (Korean Children and Youth Panel Survey 2018) were used, and this research proceeded with 2,471 middle school 1st grade students. This analysis method was a regression analysis to examine any mediating effect. And the findings are as follows. Middle school students' youth activities participation had a significant effect on career decision-making and academic achievement, and the effect of youth activities participation on career decision-making was mediated in part by academic achievement. Thus, a variety of youth activity programs should be developed and provided to middle school students to increase their motivation and academic achievement. Education and training for youth leaders and teachers should be provided to help middle school students make career decisions by operating youth activity programs in conjunction with the free semester system.

• Journal of Korean Elementary Science Education
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• v.24 no.2
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• pp.111-122
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• 2005

The goal of this study was to investigate the differences in the effect of feedback from different providers on elementary school students' science achievement and to examine the responses of the students regarding the feedback. Three 6th grade classes were chosen to be assigned as experimental group 1, experimental group 2, and control group, respectively. In experimental group 1, the teacher provided feedback with students concerning the formative evaluations which were conducted periodically. Experimental group 2 was the one in which students were organized into small groups to compose and exchange feedback with one another. No feedback was of offered to students in the control group. The results of the science achievement test indicated ,that the provision of feedback by the teacher resulted in more gains in student academic achievement. The interviews with students revealed that the learners made positive responses to the feedback provided by the teacher while they showed negative attitudes toward the feedback exchange among students. There were also differences in student responses to feedback between high and low achievers in science. Implications for science lessons and science education research were presented and discussed.

• Journal of Science Education
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• v.36 no.2
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• pp.394-407
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• 2012

This study analyzed the result of the National Assessment of Educational Achievement (NAEA) in a Grade 9 Science class. The study first found that the ratio of below basic achievement was 8.1 percent. This means that a large number of middle school students have not reached basic scientific literacy. Second, the ratio of male students in the below basic level was 10.4 percent, which was double the ratio of female students at 5.5 percent. Third, according to the analysis of achievement by gender, female students outperformed male students. In addition, the female students' standard deviation was smaller than that of the male students, and their scaled scores were distributed nearer the average than that of the male students. Furthermore, analysis of achievement by content domains indicated that females outperformed in all content domains including motion and energy, materials, life, and earth sciences. Showing a similar tendency in the behavior domains, females outperformed males in all behavior domains except the understanding domain. Last, for achievement by living area, students living in the middle and small cities showed the highest scaled score, 196.81. Whereas the average scaled score of the students living in the big cities was 196.15; that of the students living in rural areas was 194.86. With respect to the standard deviation, big cities had the largest, 33.73. That of middle and small cities was 33.70, and of rural areas was 32.92. Although students in cities showed higher achievement in science compared to students in rural areas, they had a bigger gap in academic achievement.

• Proceedings of the Korean Society of Computer Information Conference
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• 2013.07a
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• pp.339-340
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• 2013

본 논문에서는 컴퓨터 프로그래밍 수업에 참여한 학습자들이 수업과 병행되어 운영된 피어 튜터링 프로그램에 참여하였을 때, 참여한 튜터링 팀의 구성원들의 학습 수준 차이 정도와 튜터링 운영 방법 및 자신의 역할에 따라 수업에서 학습한 내용에 대한 학업성취도가 어떻게 달라지는지를 분석하였다.

• Journal for History of Mathematics
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• v.23 no.4
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• pp.59-82
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• 2010

The Purpose of this study is to draw a few lessons for the effective teaching and learning throughout a comparative analysis on the results of the educational achievement on Mathematics of the primary and secondary school students. The primary sources for this research are based on the results of the six-times national level tests performed annually by all level students from 2003 to 2008. In order to achieve this goal, I, firstly, extract the lowest content area in terms of the annual average of the right answer ratio after examining the ratio of right answers to each math problem by classifying all multiple-choice questions of the educational achievement tests from 2003 to 2008 into the relevant content areas. Next, the characteristics of the content area which distinguish the lowest right answer ratio are qualitatively analyzed. Lastly, information on the content area which the school students of all classes feel very difficult to solve is provided via reckoning the average right answer ratio per each content area against all math questions at the last six-times of the national level tests.

• 대한공업교육학회지
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• v.32 no.1
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• pp.93-116
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• 2007

The purpose of this study was to improve the academic achievement at the public practical center of technical high school in Busan. For this study, 1 class(31 students) in the second grade at "B"technical high school were selected and these students were divided into two groups. One is the experiment group which blended learning was applied to and the other is control group which traditional lecture method was applied to. Each group was divided into three sub-groups by the level of learning ability. Non-randomized control-group pretest-posttest design was applied for this experiment planning. The subject of experiment was the unit of "3D Modeling and Making NC code" in the textbook of "Application of Automatic System" applied by the public practical center of technical high school in Busan. On-line contents were developed and applied to the blended learning to control group. In order to analyze the test result, t-test with a significance level of 0.05 was carried out using SPSS 10.0. The results of this study was summarized as follows; First, as a result of the post test performed on the experiment and the control group, there was a significant difference between two groups, that was, the blended learning was more effective than the traditional lecture method in improving academic achievement. Second, blended learning was more effective than the traditional lecture method in the group of high-leveled and middle-leveled, but was little effective on the low-leveled group. Third, blended learning was more effective than the traditional lecture method in the functional domain, but was little effective in the cognitive domain and psychomotor domain.

• Journal of The Korean Association For Science Education
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• v.35 no.1
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• pp.121-130
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• 2015

Identifying students' achievement level and reflecting it on educational policy making or instructional improvement by analyzing the results of nationwide standardized assessment is an integral part of accountability in education. On the basis of this premise, we analyzed the characteristics of National Assessment of Educational Achievement (NAEA) items for middle school science subject conducted from 2010 to 2013 by using the option response rate distribution curve, the fittest graph estimated from the response rate of correct/incorrect options by achievement score. Furthermore, we classified the type of option response rate curve in terms of correct and incorrect options. Results of the analysis of option response curve showed that five types of correct option response curve (S-shaped, J-shaped, straight-shaped, F-shaped, and step-shaped) and 4 types of incorrect option response curve (down-slope, flat, mound, and up-slope) were identified. The most common type of items was the combination of S-shaped correct option response curve and down-slope incorrect option response curve, which are considered as appropriate items to discriminate the students according to achievement level. Moreover, correct option response was found to be correlated with incorrect option response. Based on the results, we also discussed some implications on teaching-learning method and classroom assessment in science education.

• The Journal of Information Technology
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• v.7 no.2
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• pp.7-17
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• 2004

An academic performance can advance the expectations that lead to academic success. The purpose of this study was to research the relationship of the variables; past performance, the ability to use information technology, outcome expectations, grade goal of studies, and study performance in an information technology course. Participants completed a background questionnaire, the Information Technology Proficiency Exam, the scale of the ability using computer, and the Technology Outcome scale. Based on path model results, the findings suggest that students' academic performance is related to past performance. Consistent with theory, the findings suggest that the studies performance is influenced by ability using information technology via the establishment of the grade goal of studies. In the present study, the past performance variable failed to predict an academic studies performance when impacted by outcome expectations.

• The Mathematical Education
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• v.53 no.2
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• pp.219-237
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• 2014

In this study we desire to deduce implications for mathematics curriculum, teaching- learning, and evaluation from the data of Nation Assessment of Educational Achievement. For this, first we extracted the items written by the same achievement standard over two years from 2010 to 2012. Next we investigated whether the items are the representative items of a certain proficiency level and classified into the case of the items of the same proficiency level and the case of the items of different proficiency levels. Based on these we analysed learning characteristic of the each proficiency level. From the results of the above, we proposed what should be changed in mathematics curriculum, what should be considered in teaching-learning, and what should be paid attention to test item development.