• Proceedings of the Korean Information Science Society Conference
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• 2005.07b
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• pp.358-360
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• 2005

본 논문은 학습자의 학업 성취도를 높이기 위해 학습자의 수준에 맞는 평가 문항을 제공하기 위한 방안으로 문제의 정${\cdot}$오답율을 측정하고, 코스 구성시 측정된 정${\cdot}$오답율을 근거로 문제를 구성하는 방안을 제안한다. 기존 연구는 학습자의 수준에 맞는 콘텐츠 제작에만 중점을 두었으나 본 연구에서는 수준에 맞는 평가를 제공함으로써 학습자의 학업 성취도를 높일 수 있다. 학습자의 수준은 기존 학습의 결과로 파악이 되며, LMS에 저장된다. 학습자가 문제를 풀면 정${\cdot}$오답 결과를 저장하여 해당 문제를 푼 여러 학습자들의 정${\cdot}$오답율을 메타데이터에 포함한다. 교수자는 학습 코스 설계 시 해당 학습자의 수준에 맞는 평가 문항 검색, 새로운 코스에 포함 할 수 있다. 이를 통해 학습 코스 설계자는 학습자의 수준에 맞는 평가 문항을 학습코스에 적용할 수 있고, 학습자는 자신의 수준에 맞는 평가를 함으로써 학업성취도가 높아지게 된다.

• Journal of Educational Research in Mathematics
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• v.25 no.3
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• pp.281-302
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• 2015

In the current study, answer sheets from 8007 students in 236 Korean schools were selected and analyzed to examine errors that emerge in the process of solving descriptive questions of the National Educational Achievement Assessment in mathematics. Questions used in the analysis were response assessment covering middle school mathematics topics: "mathematical symbols and equations" and "functions." The behavioral domain of the questions was that of "problem solving and computation," which requires establishing an equation for a word problem and allows the calculation of an answer that meets a certain condition. The analysis results revealed various errors in each stage of each question, from understanding to solving; the study attempts to conjecture causes for these errors and draw pedagogical implications.

• School Mathematics
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• v.12 no.2
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• pp.113-136
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• 2010

According to the self-assessment tool identifying teacher's competence in assessment, many teachers have difficulty in making assessment tools. This study analyzes the types of modification with data of NAEA(National Assessment of Educational Achievement) items from 2006 to 2008. NAEA goes through complicated formalities from begin to make draft items to completing them. This study shows the types of item modification and its specific examples. NAEA analyzes the degrees of studuents' achievement according to the educational objectives of the National Curriculum. This study provides specific comments on making mathematics assessment items to the teachers who embody national curriculem. Therefore this study will contribute to improve mathematics teacher's professional competence in the area of assessment tool development.

• Korean Journal of Comparative Education
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• v.28 no.3
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• pp.309-331
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• 2018

The purpose of this study was to examine the academic achievement and college life experience of students in Cambodia and to analyze the effects of college life experiences on academic achievement of college students in Cambodia. The questionnaire survey was conducted using the 'College Student Experiences Questionnaire (CSEQ)' questionnaire of 524 students from five universities in the city of Phnom Penh, Cambodia. The data were analyzed using hierarchical regression analysis. The results of this study showed that the experiences of college students 'Computer and Information Technology', 'Course Learning', 'Club and Organization' had positive effects on academic achievement. The implications of this study are as follows: First, colleges have to install more infrastructure for students to easily use computers and the Internet inside the school, and to provide programs to develop ICT skills to all students. Second, college-based efforts are needed to improve the quality of lectures for providing the students' knowledge and skills. Third, students' club and organization participation should be set up in college to find ways to improve students' academic achievement.

• Journal of The Korean Association For Science Education
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• v.42 no.1
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• pp.149-160
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• 2022

Comparative studies using large-scale data such as TIMSS, PIRLS, and PISA inform us of the effectiveness of each educational system. Even though samples in the large-scale studies were representative, admitting potential discrepancy when applying the findings of the large-scale studies to local educational system is still needed. This study examines the structural relationship among students' attitude towards science, learning support from teachers, school life, and science academic achievement with both large-scale data and local comparative study data utilizing same variables. Responses on the TIMSS 2019 of 5,554 Korean seventh-grade students and National Assessment of Educational Achievement (NAEA) 2019 of 6,365 third-grade middle school students were used. The results indicate that: a) school life did not affect the science achievements in both data. However, in NAEA 2019, students' attitude mediated the relationship between school life and science achievement; b) learning support from teachers had a significant impact on TIMSS science achievements, and also had positive effect on achievement through students' attitude in TIMSS. On the other hand, learning support had a positive effect on achievement only when student's attitude mediated the relationship in NAEA; c) students 'attitude toward science had positive effect on science achievement on both data; d) the impact of gender was different on school life, academic achievement, students 'attitude towards science, and learning support from teachers on both data; and e) the impact of the number of books differed as well. There were differences in results between the international and domestic research, which inform us that we need to pay attention when interpreting the domestic environment through the results of international research.

• Communications of Mathematical Education
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• v.22 no.3
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• pp.369-382
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• 2008

We discuss the effect of ability grouping calculus courses based upon student's proficiency of the subject and their collective examination of midterms and finals among mid-level and low-level classes. We assess incoming freshmen at Seoul National University of Technology(SNUT) of their proficiency in calculus and assign them to the appropriate levels within the course(i.e., high-level, mid-level, low-level). We found that this was beneficial to both students and instructors. Instructors can easily determine the pace in which each class should be kept, and students can quickly adapt to the learning environment.

• Journal of Labour Economics
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• v.39 no.3
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• pp.75-97
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• 2016

This paper estimates the peer effect of how improving the under-performing students can affect the academic performance of other students, focusing on the ratio of students more than proficient. We take advantage of the regression discontinuity design of the policy assignment rule of School-for-Improvement (SFI), which targeted the under-performing schools as an identification strategy. The estimation results from the 2009-2010 NAEA (National Assessment of Educational Achievement) reveal that the decrease of the ratio of under-performing students tends to increase the ratio of excellent or proficient students at around the policy cutoff. The finding turns out to be robust to various falsification tests.

• Proceedings of the Korean Society of Computer Information Conference
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• 2022.01a
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• pp.139-140
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• 2022

코로나 팬더믹의 장기화에 따른 비대면 환경에서 대면 수업의 실재감을 제공하는 다양한 교수·학습 방법에 대한 시도가 이루어지고 있다. 실제 수업 현장에서는 대면수업과 다른 환경에서 학습자의 수준과 특성에 맞는 수업 설계의 필요성 또한 대두되고 있다. 본 연구에서는 플립러닝을 기반으로 한 비대면 프로그래밍 수업에서 학업성취도에 따른 학습 참여 수준과 실재감의 차이를 분석하여, 맞춤형 학습역량 강화를 위한 교수 방안을 모색하는 데 그 목적이 있다. 강의 동영상 수업과 상호작용을 포함한 플립러닝 기반 실시간 수업을 혼합하여 수업한 후 설문을 통해 학업성취도에 따른 학습자들의 학습 참여 수준, 교수 실재감과 학습 실재감을 조사한 결과, 학업성취도 가장 높은 학습자일수록 학습 참여도 높고, 다음 수준의 학습자들이 교수 실재감과 학습 실재감은 가장 높은 것으로 조사·분석되었다. 이를 통해 학업성취도에 기반하여 학습자별 맞춤형 교수방안을 제시하였다.

• The Journal of Korean Association of Computer Education
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• v.11 no.6
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• pp.11-27
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• 2008

Though web-based learning is known to be effective for computer aided practical class, it lacks in cooperative human feedback and self-adjustment. This paper presented the effects of blended learning that was based on web-based learning for learning by level and blended with peer tutoring for reducing the differentials of scholastic achievements between the students. For experimental purpose, high school students were divided into two groups and web-based EXCEL tutoring tool was developed and applied to both groups in advance. After this learning, we applied the web-based learning for comparative group as before and peer tutoring for experimental group respectively, Performance result evaluated by SPSS showed that the Blended Learning has affirmative effect in scholastic achievements. Especially, students under the medium level of experimental group could narrow the gap to the high level students in its group and this eventually improved the overall achievements of experimental group with blended learning.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.16 no.3
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• pp.1874-1883
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• 2015

The purpose of this study was to verify clinical reasoning of nursing students as well as clarify the relevance between clinical reasoning and academic achievement. 87 students broke into 30 groups of two or three. The students performed post operative care for adult patients in the simulation practicum course of their final semester. Data were collected by evaluating the video-recorded nursing practicum using the clinical reasoning rubric. Clinical reasoning of 61(70.1%) students was limited to the beginning level and that of 6(6.9%) students of the highest scoring was at the third level among the four levels of ability. There was no significant correlation between clinical reasoning and the final cumulative GPA, while there was low level of significant correlation between clinical reasoning and GPA of adult health nursing course or adult health nursing practicum course. Therefore, it is necessary to improve the nursing curriculum to enhance nursing students' clinical reasoning.