• Title/Summary/Keyword: 학업성취도 수준

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Exploring a Learning Progression for Eight Core Concepts of Middle School Science Using Constructed Response Items in the National Assessment of Educational Achievement (NAEA) (국가수준 학업성취도 평가의 서답형 문항을 이용한 중학교 과학 8개 핵심 개념에 대한 학습발달과정 탐색)

  • Lee, Kiyoung;Dong, Hyokwan;Choi, Wonho;Kwon, Gyeongpil;Lee, Inho;Kim, Yong-Jin
    • Journal of Science Education
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    • v.41 no.3
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    • pp.382-404
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    • 2017
  • This study aims to explore a learning progression for eight core concepts of middle school science using constructed response items in the national assessment of educational achievement (NAEA). For this purpose, a total of 7,390 responses of the 9th graders on 8 constructed response items in NAEA conducted in 2015 were inputted by computer and the inputted answers were analyzed and classified into different levels. After completing this process, five levels were set for each construct and a construct map was created according to the levels. In this study, the construct map was written in a progression-based rubric format, which was used as a criterion for leveling the answers of all students. In addition, the Rasch model was applied to measure the scores and achievements of the respondents by means of statistical analysis to correlate the scores of the students with the achievement levels of the constructs. Lastly, a preliminary learning progression was created by revising the construct map reflecting the results of Rasch model application. This study was meaningful in that it explored the possibility of developing the learning process by using constructed response items in NAEA. However, the preliminary learning progression developed in this study is still hypothetical and inferential because it is not longitudinally traced to individual students. Therefore, it is necessary to continually revise and supplement through iterative research process.

The effect of smart learning based class on students with low academic achievement level: focusing on 3D application and AR of smart application (스마트러닝기반의 수업이 학업성취수준이 낮은 학생들에게 미치는 효과성 분석: 스마트앱의 3D와 AR 활용을 중심으로)

  • Hong, Ye-Yoon;Im, Yeon-Wook
    • Journal of Digital Convergence
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    • v.19 no.1
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    • pp.1-10
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    • 2021
  • The purpose of the study is to investigate the impact and analyze the effect of smart learning based class to on the students with low academic achievement level. The study performed in G University in 2018 among students taking calculus II class. It includes 16 students with low academic achievement level, whose grades were under C in the previous calculus I class. They belonged to special class consisted of very low academic achievement level and had to pass calculus II. 3D and AR were actively used in the class. The result shows that they got visual understanding of space, which revealed through analyzing SNS, mid-term and final examination, lecture evaluation. Also, smart learning based mathematics class utilizing smartphone's application elevated academic achievement level and influenced positively on the interest and attitude toward mathematics regardless of previous academic achievement level.

Analysis and Improvement Strategies of Academic Achievement of Middle School in Changwon City (창원시 중학교 학력수준 분석 및 개선 방안 모색)

  • Kim, SeongYul;Kwon, Eun-Kyoung
    • Journal of Digital Convergence
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    • v.16 no.12
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    • pp.153-162
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    • 2018
  • This paper analyzed the current level of the middle school academic achievement in Changwon City and explored the ways for improving academic achievement of the middle school in Changwon City. The data used in the analysis were the results of National Assessment of Educational Achievement of middle school students from 2013 to 2016 which was released on the school's information website(www.schoolinfo.go.kr) First, the analysis found that the academic achievement level of the middle school in Changwon City was not higher than those of Gwangju, Daejeon, and Ulsan, where the population size is similar. Second, the level of academic achievement among middle schools in Changwon City differed by year. Third, the level of academic achievement of middle school in Changwon City differed by district. Fourth, the educational achievement gap among middle schools in Changwon City existed by public and private school, as well as by male school, female school, and male and female Middle School. The paper suggested that schools with low ratio of proficient and above achievement levels should look for ways to raise the percentage of proficient and above achievement levels, and schools with higher rates of below basic achievement should make efforts to solve the problem.

The Effects of ARCS Model Based Instruction and Cognitive Style on Learning Motivation and Learning Achievement in Computer Education (전산수업에서 ARCS 모형이 인지양식에 따라 학습동기와 학업성취도에 미치는 영향)

  • Kim, Sung-Wan;Yoon, Joung-Sung
    • The Journal of Korean Association of Computer Education
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    • v.9 no.5
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    • pp.1-11
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    • 2006
  • This study aims at identifying what effect ARCS model based instruction and cognitive style have on learning motivation and achievement in computer education. In order to accomplish this goal. 70 high school students were randomly allocated into the experiment group and the control group. And each group was divided into field-independent group and field-dependent group. The results were as follows. First, post test of learning motivation among four groups showed that mean differences were statistical significant. Especially 'ARCS model based instruction-field independent group got higher score than 'traditional instruction field dependent' group. Second, post test of learning achievement showed no significant mean difference among four group. The result of the pre and post test difference analysis showed that the change scores of means were significantly different.

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The Effects of Face-to-face and Non-face-to-face Classes on the Academic Achievement of Chemistry II and Advanced Chemistry in Science High School Students (대면 및 비대면 수업 형태가 과학고 학생들의 화학II 및 고급화학의 학업성취도에 미치는 영향)

  • Dong-Seon Shin;Jong Keun Park
    • The Journal of the Convergence on Culture Technology
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    • v.10 no.2
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    • pp.237-244
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    • 2024
  • We studied the effects on their academic achievement of chemistry II and advanced chemistry subjects of science high school students according to the type of class (face-to-face and non-face-to-face). The subjects of this study were 195 first-year students of G Science High School located in Gyeongnam. The average scores of Chemistry II and Advanced Chemistry in non-face-to-face classes in 2020 and face-to-face classes in 2021 were compared and analyzed. As a result of comparing and analyzing the academic achievement according to the class type, students' grades in Chemistry II and Advanced Chemistry were higher in non-face-to-face classes. In the comparison of academic achievement by level according to class type, Chemistry II showed higher average grades in non-face-to-face classes as the lower level were, and in advanced chemistry, the higher the upper grades in non-face-to-face classes. In addition, in terms of the effect of changes in class form on the upper and lower 10% levels of academic achievement of Chemistry II, the upper 10% showed high grades in face-to-face classes and the lower 10% in non-face-to-face classes. On the other hand, in advanced chemistry, the average grade of non-face-to-face classes was higher than that of face-to-face classes in the top 10%, and the average grade of face-to-face classes was higher than that of non-face-to-face classes in the bottom 10%. Through these results, it was found that in the teaching-learning of science high school students, instructors need to design and treat teaching-learning appropriate to the level of academic achievement.

Relationships among Academic Stress, Academic Motivation Types and Mathematics Learning Motivation of Middle School Students (중학생의 학업스트레스와 학업동기유형 및 수학 학습 동기의 관계 분석)

  • Kim, Bumi
    • School Mathematics
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    • v.16 no.1
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    • pp.157-180
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    • 2014
  • This study investigated relationships between academic stress and mathematics learning motivation focusing on the mediating effect of academic motivation types. It also tested differential structural relationship among the variables in the high vs. low academic achievement level groups and the boys vs. girls of middle schools. The participants were 952 second graders from five middle schools. Student scores from the standardized tests that were developed to assess the students' academic stress, mathematics learning motivation, and three types of motivation (amotivation, controlled motivation, and autonomous motivation) were used in this study. The results demonstrate that there were significant differences in the relationship patterns of the research variables. Correlation analysis provided evidences that academic stress was negatively related with mathematics learning motivation and autonomous motivation but positively related with amotivation and controlled motivation. Also, mathematics learning motivation was negatively related with amotivation and controlled motivation but positively related with autonomous motivation. Structural equation modelling analysis provided the evidence that the full mediation model was a significant, in that the students' types of academic motivation mediated the effect of academic stress on mathematics learning motivation. Multiple group analysis revealed that there were group differences in the path coefficients of the structural model. But the academic stress showed negative influence on the mathematics learning motivation via amotivation and autonomous motivation in all groups.

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The Effects of Scientific Inquiry Experiments Emphasizing Social Interaction (사회적 상호작용을 강조한 과학 탐구실험의 효과)

  • Kim, Ji-Young;Seong, Suk-Kyoung;Park, Jong-Yun;Choi, Byung-Soon
    • Journal of The Korean Association For Science Education
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    • v.22 no.4
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    • pp.757-767
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    • 2002
  • This study investigated the effects of scientific inquiry experiments emphasizing social interaction on the academic achievement, the ability for science inquiry and the learning motivation of the students. To examine the differences among the classes of scientific inquiry experiments according to the way of organizing small groups, the effects of the group in homogeneous cognitive level and the group in heterogeneous cognitive level were compared. 255 7th-graders were grouped into the treatment group and the control group. After the treatment group received the scientific inquiry experimental lessons emphasizing social interaction and the control group received traditional lessons for one year, academic achievement, ability for scientific inquiry, and learning motivation were examined. These inquiry experiments were composed of four steps which are eliciting, familiarizing, constructing and bridging. And students can interact with peers and teachers through the process of relating observed phenomena to concept, constructing experiment procedure, and eliciting results. The ANCOVA results revealed that there were significant effects of science inquiry experiments emphasizing social interaction on the academic achievement, the ability for scientific inquiry and the learning motivation of the students. The significant academic achievement of the students in most of the cognitive levels, if not all, was found and degree of improvement in the ability for scientific inquiry was lower than that in the academic achievement. Concerning the effects according to the way of organizing small groups, there were significant improvement in academic achievement and learning motivation of the group in homogeneous cognitive level compared to the group in heterogeneous cognitive level. These results indicate that social interaction in learning is important and it has positive influences on the improvement in academic achievement and ability for scientific inquiry of students.

Consideration of the Correlation between Declining Academic Ability and COVID-19 - through Analysis of National Level Academic Achievement (국가수준 학업성취도 분석을 통한 학력 저하와 코로나19와의 상관관계에 대한 고찰)

  • Saesoon Lee;Jin-Woo Park
    • Journal of Science Education
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    • v.47 no.3
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    • pp.251-262
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    • 2023
  • In this study, we examine other factors that may contribute to the decline in students' academic performance and educational attainment. Many media reports, as well as previous studies, have suggested that virtual learning is the main reason for the decline in students' academic performance. However, the 2020 National Student Achievement Survey, which was conducted in conjunction with the COVID-19 Distance Learning Environment Student Survey, showed that students were highly satisfied with distance learning (70-80%), and the analysis of the National Assessment of Educational Achievement showed that students' academic performance had already been declining year by year since 2017, with a general downward curve. For further confirmation, we analyzed the performance of high school students on mock exams and found that their performance was not normally distributed, but rather a right-skewed U-shaped distribution with a shrinking number of medians and severe polarization. We found that this phenomenon is not simply because of the mode or quality of the virtual classroom, but to a variety of factors, including environmental influences such as care and management at home, changes in investment in private education, increased time spent on online devices while taking virtual classes at the bottom, and increased time spent watching online content, games, and videos that are not related to learning.

Relationship between Science Achievement and Student-related Variable in National Assessment of Educational Achievement in 2006 (2006년 국가수준 학업성취도 평가에서 과학 성취도와 학생 관련 배경변인의 관계)

  • Choi, Won-Ho;Jeong, Eun-Young
    • Journal of The Korean Association For Science Education
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    • v.28 no.8
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    • pp.848-859
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    • 2008
  • The purposes of this study were to investigate the relationship between science achievement and student-related variables in the 2006 National Assessment of Educational Achievement (NAEA), the subjects of which included 3% of students within the entire population of the grades 6, 9 and 10. The results showed that the more they talk with parents, study by themselves, and read the books, the higher the students achieved in science. The science achievement was also significantly and positively related to self-regulated learning, adaptation to school life and attitude toward science. It is implied that the approach of stimulating internal motive such as interest, attitude toward science and human relations is more effective in resulting in the students' higher science achievement than focusing on external attitudes such as forcing good study habits.

The analysis of the pseudo-conceptual or pseudo-analytical behaviors according to the achievement levels - The result of the National Assessment of Educational Achievement in 2005 - (중학생의 성취수준별 의사 개념적.분석적 행동 분석 - 2005년 국가수준 수학 학업성취도 수행평가 결과를 중심으로 -)

  • Kim, Sun-Hee;Won, Yu-Mi
    • The Mathematical Education
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    • v.47 no.1
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    • pp.11-25
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    • 2008
  • The characteristics of the pseudo-conceptual or the pseudo-analytical behaviors according to the achievement level(i.e. advanced group, proficient group, basic group, and below-basic group) in grade 9 are as follows. The pseudo-conceptual or pseudo-analytical behaviors to get credit from teachers become conspicuous in lower achievement level. The high achieving students showed more pseudo-conceptual or pseudo-analytical behaviors without undergoing the process of reflection or control. The proficient group was short of control in computation, and the advanced group didn't control well in representation. The proficient group tended to depend on a past successful algorithm and behave habitually. Therefore, it is needed to teach mathematics according to the characteristic of pseudo-conceptual or pseudo-analytic behaviors shown in each achievement level.

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