• Proceedings of the Korea Society of Mathematical Education Conference
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• 2010.04a
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• pp.21-28
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• 2010

It is common that whoever is having a very low achievement level in mathematics has a poor attitude toward mathematics. However, it is totally opposite when we look at the case of Korean students. On several studies on international comparisons in mathematics and science achievement, Korean students recorded a top ranks among the nations. However, their attitudes toward mathematics are very poor; almost at the bottom in international assessment among other countries compared to international peers. The purpose of this study is to examine the relationship between students' attitudes toward mathematics and teaching methods and to analyze findings of research articles published within the last 15 years. These findings will contribute not only to understanding a relationship between students' attitudes toward mathematics and teaching methods, but to provide guidelines for how students' attitudes toward mathematics can be improved.

• Education of Primary School Mathematics
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• v.5 no.2
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• pp.121-142
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• 2001

The goal of the National Assessment of Educational Achievement(NAEA) 2001 was to affirm the accountability of school education, to scientifically manage and elevate the quality of education at the national level, and to articulate the final design of the NAEA. It was implemented on June 28th of the year 2001. The assessment frame for NAEA includes the achievement standards, the assessment standards, the instruction for the item development, and the grading policy for mathematics subject. Most of items are multiple-choice types, but the performance-based items should be at least thirty percent of the total items, also 30% in case of mathematics. Approximately 1% of students among entire population of the Grades 6 were randomly selected. Therefore, the finally sampled examines were 8023 at Grade 6. The result of the analysis of the NAEA revealed that Grade 6 students was labelled as ‘average’ level in general (Number and Operation: average, Geometric figures: average, Patterns and Functions: excellent, Measurements: average, Letters and Expressions: average, Probability and Statistics: average). The most characteristic finding was that except for Grade 6(its average is 69.92), most secondary students obtained low test scores and its average of each grade is below 50 out of 100. Especially, the scores on the performance-based items were by and large very low. This finding implies that Korean students are not familiar with the kind of test items which requires expression of ideas and feelings and they are rather familiar with the multiple-choice items. Another interesting finding was that the students in small towns and remote areas showed significantly low scores in all four skills compared with Seoul, metropolitan cities and medium and small cities. This may be attributed from the fact that the remote areas do not have equal learning environment with regard to social and cultural experience, supply of various teaching materials, extracurricular lessons which are directly related to teaching and learning. These findings may be utilized as a reliable resource fur improving curriculum and teaching and learning in Mathematics.

• Journal of Gifted/Talented Education
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• v.26 no.1
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• pp.101-122
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• 2016

The purpose of this study is to explore a possibility finding gifted underachievers who have high spatial ability, but low verbal ability in elementary science field. In Korea, because teachers used to refer students' academic achievement only when they recommend gifted students, underachievers used to be excluded. The participants are 5th-grade students in elementary school. In this research, developed teaching materials were given to students to find underachievers. Results of spatial ability test, verbal ability test, science academic achievement, non-verbal test, and interviews about light propagation concept were obtained. By analyzing results of this study, we found that spatial ability is the most important factors to understand light propagation. And there are some features to understand light propagation according to spatial ability. Lastly, this study shows the possibility of non-verbal test to find gifted underachievers with high spatial ability and low verbal ability.

• Journal of Korean Elementary Science Education
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• v.19 no.1
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• pp.29-39
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• 2000

The purpose of this study was to investigate the effect of cooperative skill training on elementary school students' science achievement and self-esteem. Three different groups were used in this study. For the two treatment groups, cooperative loaming strategies were used and the one control group, traditional instruction was used. One of the treatment group was trained cooperative skills before the instruction. A total of 120 children sampled from 5th graders of a elementary school. All groups were taught about the change of the weather and structure of the plants. After the instruction a researcher made science achievement test and questionnaire of self-esteem were administered. The data analysis consisted of a 3(instructional strategies)×3(learning ability level) ANCOVA on the score of the achievement and self-esteem. The ANCOVA results revealed that there were significant main effect in the scores of achievement and also significant interaction effect between the instructional strategies and learning ability. The performance of high-level students in two treatment groups was higher than that of students in the control group, but the performance of high-level students with cooperative skill training was not higher than that of students without cooperative skill training. However, the performance of medium and low-level students with cooperative skill training was higher than that of students without cooperative skill training. The significant main effect was also found in the self-esteem but there were no significant interactions between the instructional strategies and learning ability. The academic self and social self of students with cooperative skill training was higher than that of students without cooperative skill training.

• International Journal of Advanced Culture Technology
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• v.11 no.3
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• pp.211-224
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• 2023

This study surveyed 2nd graders of B high school and 1st graders of A university in Gyeongnam on factors such as behavior control and interaction in non-face-to-face classes, easy or difficult concepts presented in chemistry I and general chemistry textbooks. Based on the results of the survey, the effect of changes in the difficulty level of concepts presented in chemistry I and general chemistry and changes in class types (face-to-face and non-face-to-face) on students' academic achievement by level was compared and analyzed. In the face-to-face class, the average score between the first and second semesters was similar according to the change in the difficulty of the concepts presented in chemistry I and general chemistry. In the non-face-to-face class, the average score of chemistry I in the second semester was quite low, and the average score of general chemistry was rather high. In non-face-to-face classes, the average score of chemistry I in the second semester of low-level students was significantly lowered due to changes in the difficulty of the concept and changes in class types on academic achievement by level. In the case of 10% of students at the lower level, the academic achievement of chemistry I decreased in both the second semester regardless of the changes in the difficulty level of concepts and the changes in class types.

• Journal of Korean Elementary Science Education
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• v.34 no.3
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• pp.325-337
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• 2015

The purpose of this study was to investigate the effects of a teaching-learning program using the history of science on elementary school students' academic achievement, science attitude, and science process skill. Subjects were 72 students of two groups in the 5th Grade. A experimental group of 36 was instructed 10 lessons in unit of 'our body' using the history of science. The history of science materials used in this program included 4 explicit method, which are Eii, Eij, Eik and Ea type, and 1 implicit method which is I type. The contents validity of this program was reviewed by the science education specialists. The results of the study were as follows: Students of experimental group showed statistically more significant increase in academic achievement and science attitude than control group students. However, there was no significant difference on science process skill between the instruction by applying a teaching-learning program using the history of science and the traditional instruction. Since this program using the history of science is effective for the attitude improvement of elementary school students as well as academic achievement, it is highly likely to be used as the science education material for students with the low affective area.

• The Journal of Korean Association of Computer Education
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• v.11 no.5
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• pp.9-17
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• 2008

In this study, the achievement standards of the "Construction and Operation of Infomation unit were established as the revision of the middle school Infomatice Curriculum in 2007. Based upon archievement standards, the assessment standards were made. And the exemplification was presented for it. The levels of the achievement unit were set in the small unit level through the understanding and the analysis of the new curriculum. The achievement standards were stated in the point of views of the students. The assessment standards divide students' achievement into three level(high/middle/low) and state each level so that it can guide evaluation of achievement. Considering the education environments, the time of the course, and the students' levels, the achievement and assessment standards can be reconstructed and would be used. Before the application of the revised Informatics curriculum, we intend for the understanding about new curriculum to be improved and for the informatics of educational activities to be advanced in quality.

• School Mathematics
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• v.6 no.4
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• pp.373-388
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• 2004

This paper is to develop teaching procedures of low achievers in mathematics by using mindmaps. For this, we firstly set the teaching process on basis of literature research. And then we choose four subjects who had serious problems of both memory and mathematics achievement. we also choose the several topics of geometry and measure which could be a big burden of memory as stuff for mindmap activities. The results led us to that using mindmap activities in learning and teaching mathematics could effect on that kind of students' mathematical achievement and mathematical attitude as well as retention of mathematical concepts. It implied that we could develop individual programs for students who have different problems in learning mathematics.

• Journal of the Korea Convergence Society
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• v.12 no.11
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• pp.185-191
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• 2021

The purpose of this study is to develop middle school English classes using Problem-Based Learning(PBL) based on flipped learning and to examine its effects. Recently, various attempts to combine flipped learning and PBL have been made; however, many studies have not been applied to middle and high school curriculums yet. The attempt of this study is expected to have theoretical and practical significance. The instructional model was derived from the review of previous studies, and the development of instructional program followed the general design procedure(analysis-design-development-implement-evaluation), and its validity was secured with the advice of related experts. To verify the effectiveness of the program, the English academic achievement test and the English key competency test were conducted before and after the program. Changes in English academic achievement were analyzed by the paired-sample t-test, and the effect of key competency and the level of achievement test performance (high vs, low) on the pre-post score change was analyzed by the mixed effects repeated measures ANOVA. As a result of the analysis, both academic achievement and key competencies increased, and the low-level students in the pre-academic achievement test showed more improvements. In conclusion, the PBL class based on flipped learning is effective in improving the English academic achievement and key competencies of middle school students, and in particular, it is shown to be an effective teaching method for students with low academic achievement.

• Journal of The Korean Association For Science Education
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• v.25 no.5
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• pp.624-633
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• 2005

Line graphs are frequently used to communicate data and basic concepts in classroom activities, Science teachers often assume that students are able to interpret the symbolic meaning of the graphs, but such an assumption is not based on sufficient evidence, The purpose of this study was to investigate the relationships of graphing ability to science-process skills and academic achievement of high school students: With regard to science-process skills, graphing ability was found to have a slight correlation with science-process skills (.41). Among the sub-skills of the science-process, graphing ability was seen to have a relatively high correlation with basic science-process skills such as 'measuring', 'inferring', 'predicting', while having relatively low correlation with integrated science-process skills such as 'formulating hypothesis' and 'generalization', With regard to academic achievement, graphing ability appeared to have no correlation with academic achievement (.06). Hence, a correlation between graphing ability and science-process skills was proved. It can also be concluded that improving graphing ability will greatly support students with their science study and, therefore, organized efforts and efficient educational methods should be developed in order to overcome the insufficient graphing ability among high school students.