• Title/Summary/Keyword: Low-Achieving Students

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Development and Application of RPG based learning contents for English low-achiever of elementary school (초등학교 영어과 학습 부진아를 위한 RPG 게임 기반 학습 콘텐츠 개발 및 적용)

  • Oh, Young-Bum;Jeong, Hee-Jae
    • Journal of The Korean Association of Information Education
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    • v.15 no.3
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    • pp.335-344
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    • 2011
  • The purpose of this paper is to develop RPG based learning content for English low-achievers at elementary school and to verify the educational effectiveness of this content. Design strategies were elicited by reviewing curriculum and literature. Educational RPG was developed based on ADDIE model. The researchers implemented them in four 5th-grade English low-achievers for two months. Free writing, interviews and observations of the homeroom teacher were conducted to verify the effectiveness of the content. As a result, English low-achieving students became interested in RPG itself, raised their expectations and became more satisfied in learning. When students completed missions while playing games, they gained satisfaction and were challenged by the new missions. This had a positive effect on learning motivation, or "continuing motivation" as mentioned by Keller.

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The Effects of the Science Writing Heuristic Approach on the Middle School Students' Achievements (중학생의 성취 수준에 따른 탐구적 과학 글쓰기(Science Writing Heuristic) 수업의 효과)

  • Shin, Soyoung;Choi, Aeran;Park, Jong-Yoon
    • Journal of The Korean Association For Science Education
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    • v.33 no.5
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    • pp.952-962
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    • 2013
  • The purpose of this study was to investigate the effects of the Science Writing Heuristic (SWH) approach on the students' summary writing, logical thinking and achievements for the course. Participants in this study were 132 female students from a girls' middle school. The SWH approach was used for two experimental classes and the typical teacher-centered instructional approach was used for two comparative classes. Summary writing test, logical thinking test (GALT) and achievement test for the course were administered before and after the instruction period. Results of this study indicated that the SWH approach was helpful for students in finding big ideas, understanding science concepts, developing logical thinking abilities and doing well in the course. This study also implied that the SWH approach was effective for the low achieving students.

Clustering Analysis of Science and Engineering College Students' understanding on Probability and Statistics (Robust PCA를 활용한 이공계 대학생의 확률 및 통계 개념 이해도 분석)

  • Yoo, Yongseok
    • Journal of Convergence for Information Technology
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    • v.12 no.3
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    • pp.252-258
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    • 2022
  • In this study, we propose a method for analyzing students' understanding of probability and statistics in small lectures at universities. A computer-based test for probability and statistics was performed on 95 science and engineering college students. After dividing the students' responses into 7 clusters using the Robust PCA and the Gaussian mixture model, the achievement of each subject was analyzed for each cluster. High-ranking clusters generally showed high achievement on most topics except for statistical estimation, and low-achieving clusters showed strengths and weaknesses on different topics. Compared to the widely used PCA-based dimension reduction followed by clustering analysis, the proposed method showed each group's characteristics more clearly. The characteristics of each cluster can be used to develop an individualized learning strategy.

Personality and Learning Behavioral Characteristics as Predictors of Academic Achievement of Medical Students

  • Jang-Rak Kim;Young-A Ji;Mi-Ji Kim;Jong Ryeal Hahm
    • Korean Medical Education Review
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    • v.26 no.1
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    • pp.70-76
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    • 2024
  • This study investigates whether personality characteristics and learning behaviors can predict medical students' academic achievement in Korea, specifically in terms of successfully completing medical school without delays or achieving a high grade point average (GPA) in their final year. In May 2018, 316 medical students took the Multi-Dimensional Learning Strategy Test, 2nd edition, which provided data on their personality and learning behavioral characteristics. Their final year's GPA and any delays in completing medical school were ascertained by reviewing all electronic academic records of each semester they had been enrolled. The combination of personality and learning behavioral characteristics was significantly associated with completing medical school without delays, even after adjusting for sex and admission path. A multiple logistic regression analysis showed that the adjusted odds ratios and 95% confidence intervals for completing medical school without delays were 1.52 (95% confidence interval [CI], 0.83-2.78) and 3.64 (95% CI, 1.70-7.82) for "others" and "both high" categories, respectively, when compared with the "both low" category. For 235 students who completed medical school without delays, their learning behavioral characteristics (scores) were significantly associated with their final year's GPA even after adjusting for sex, admission path, and personality characteristics (scores) as determined by the multiple linear regression analysis. This study suggests that individual personality and learning behavior characteristics are predictors of medical students' academic achievement. Therefore, interventions such as personalized counseling programs should be provided in consideration of such student characteristics.

The Relationships among Mathematics Achievement, Spatial Ability, and Verbal Achievement for Engineering Freshmen and Gender Differences (공과대학 신입생들의 공간 시각화 능력, 수학 성취도와 언어 성취도 사이의 관계 및 성별 차이에 관한 연구)

  • Kim, Yon Mi
    • Communications of Mathematical Education
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    • v.29 no.3
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    • pp.553-571
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    • 2015
  • Mathematical, verbal, and spatial abilities are known as three important indicators for the success in the STEM disciplines. In this study, Purdue Spatial Visualization Test-Rotation, College Entrance Scholastic Aptitude Test- Math and Verbal score of engineering freshmen students have been used to find the relationships among these areas. In addition, gender differences in spatial visualization, verbal achievement and mathematical achievement have been investigated, too. In this research, I found that gender difference was highest in spatial visualization ability, followed by verbal achievement and smallest in mathematical achievement. Substantial number of male students possess high level of spatial abilities, but only half of female students were at the same level where their male colleagues were. The correlation between spatial ability and mathematical ability was negligible, contrary to former researches on elementary and middle school students. But the correlation was stronger for female students than male students. The correlation between mathematical achievement and verbal achievement was negative. It reflects the fact that when one section of SAT score is low, score of other sections should be higher to get admitted to college. Gender difference in mathematics was smallest for high achieving spatial ability group. For low spatial ability group gender difference in mathematics achievement has been observed, too. To find the combined contribution of spatial and verbal abilities to mathematics achievement, students were divided into 4 ability groups. Mathematics achievement decreased in the order of (1) high spatial -low verbal group, (2) low spatial - low verbal group, (3) high spatial - high verbal group, (4) low spatial - high verbal group.

A Study of the Improvement of Clinical and Practical Trainings in the Education of Radiologic Technologists (방사선사(放射線士) 교육(敎育)의 임상실습(臨床實習) 개선(改善)에 관(關)한 연구(硏究))

  • Lee, Man-Koo;Kang, Se-Sik;Yoon, Han-Sik;Huh, Joon
    • Journal of radiological science and technology
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    • v.6 no.1
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    • pp.117-129
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    • 1983
  • This study, in order to improve clinical and practical trainings in the education of radiologic technologists, applies to 76 medical institutions of 91 ones which are used as the hospitals of clinical and practical training in 9 existing junior colleges except 3 new ones of 12 ones throughout all over the country from November 1, in 1982 to April 30, in 1983. And the purpose of this study is to research the percent conditions of basic practical trainings and clinical ones enforced in each college, and the percent conditions, equipments, contents, and opinions in clinical and practical trainings enforced in each hospital. The results are summarized as follows; 1. In the case of junior colleges in the whole country the curriculum of basic practical trainings averages 336.66 hours and the limits are between 120 and 510 hours. The actual hours in practice average 140 hours and the limits are between 60 and 240 hours, which correspond to 41.58% of the curriculum of basic practical trainings. 2. There were three junior colleges among nine that had a reserved hospital for clinical and practical trainings(only 33.33%). 3. The period of the practice was almost vacation in 4 junior colleges. The practice was conducted only for students to want the practice(44.45%), junior colleges that all students in them conducted the practice was 2 junior colleges and presented 22.22%. 4. In the field of students engaging in the practice, each field of radiation therapy and nuclear medicine presented 16.5%, 20.3% and almost students didin't have experience for the practice. 5. In medical institutions the educational institutions for intern showed 67.11%. Hospital with radiologist showed 26.32%. Radiotechnologist who had experience below 5 years presented 60.17%. 6. In the equipment for radiation diagnosis, each hospital had no difference. The number of hospitals passessing diagnostic equipments above 125 KVP was 56.26%. But radiation therapy equipment and nuclear medicine equipment had extremely low rate. 7. In the diagnosis of patient in the practice hospital, conventional radiography-to Skull, Chest, Abdomen, Skeleton, Urogenital system-reached the criterion. But special radiography was comparatively low. There appeared low rate, 32.89% in the field of nuclear medicine, 15.79% in the field of radiation therapy. 8. Students who carried out the practice were 1-89 students, days in practice were 1-30 days. There were differences in that point among among hospitals. Junior colleges conducting the practice were 2 colleges per hospital. Scope of the object were 1-8 junior colleges. 9. The practice conducted for the request of the colleges presented 72.37%, in addition, The prctices were conducted for growth of the younger generation and the same coperation with the colleges establishment of sisterhood with the colleges, relationship with students. 10. The practice conducted without the establishment of plan presented 59.21% The need for guiding book to the practice and evaluating was recognized over 90%. 11. In the relation between the practice with achievement of credit. There were big differences in opinion between hospitals-Group and the colleges-Group; hospital-Group had opinion that must follow achievement of credit with the practice. The colleges-Group had opinion that must conduct the practice after achieving credit. 12. After conducting the practice, in the practice leaders satisfaction degree dissatisfactory opinion presented the most rate 80.26%. Very much satisfactory opinion, as one hospital, presentd only 1.32%. 13. Both hospitals-Group and the colleges-Group had an opinion that the practice leader must have actual experiences, lectures and achievement, an opinion that actual experiences is over 5 years. 14. In the guide of human relation, cooperation, responsibility, courtesy to patients. Both hospitals-Group and the colleges-Group had an opinion that the guide must be involved in the period of the practice and must be instructed.

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Teachers' Beliefs, Classroom Norms and Discourse, and Equity in Mathematics Classrooms (수학교사의 신념, 교실 규범 및 교실 담화가 교실 내의 공정성에 미치는 영향 연구)

  • Hwang, Sunghwan
    • Education of Primary School Mathematics
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    • v.21 no.2
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    • pp.163-192
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    • 2018
  • The purpose of this study was to examine the relations among mathematics teachers' beliefs, classroom norms and discourse, and equity issues in mathematics classrooms. In order to achieve this purpose, three teachers who work in the same school were analyzed. The analysis revealed that the participating teachers' beliefs about mathematics teaching and learning and about their students' abilities and motivation influenced the establishment of classroom norms and discourses that defined what students needed to do to be successful mathematics learners. Also, classroom norms and discourse affected the development of students' identity and power and the level of equity in the classroom.

A Study on the Characteristics of Academic Achievement in Problem Solving and Inquiry Tasks of Korean Fourth Graders in TIMSS 2019 (TIMSS 2019 문제해결 및 탐구 과제에 대한 우리나라 초등학교 4학년 학생들의 학업성취 특성 분석)

  • Jeom-Rae Kwon
    • Journal of Science Education
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    • v.48 no.1
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    • pp.31-46
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    • 2024
  • This study analyzes the academic achievement characteristics of Korean fourth graders on the problem solving and inquiry tasks (PSIs) introduced in TIMSS 2019. TIMSS 2019 conducted a computer-based assessment in addition to the traditional paper-based assessment. The PSIs were included only in the computer-based assessment, so 30 countries participated in the PSIs of the computer-based assessment. PSIs consist of integrating multiple content and cognitive domains, including 10 or fewer items. Most of the items are constructed in an open-ended format rather than multiple-choice. The analysis results showed that there were differences in student achievement across countries depending on the inclusion of PSIs. Korea's average achievement score decreased by 1 point. The analysis of individual items showed that students' achievement was somewhat low, and the correct answer rate for male students was generally higher than that for female students in many items. Furthermore, item-by-item analysis revealed that there were items where countries such as England and Finland had higher correct answer rates than traditional high-achieving countries, i.e. Singapore, Taiwan, and Korea. Considering the recent emphasis on integrated education, it seems necessary to review the use of PSIs in assessments in Korea as well.

A Survey on Dietary Habit and Nutritional Knowledge for Elementary School Children's Nutritional Education (초등학생의 영양교육을 위한 식습관 및 영양지식 조사)

  • Ku, Pok-Ja;Lee, Kyoung-Ae
    • Journal of the Korean Society of Food Culture
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    • v.15 no.3
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    • pp.201-213
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    • 2000
  • The aim of this study is to survey the eating habits and nutritional knowledge of children in Pusan, with a view to uncovering problems and their underlying causes and cultivating desirable dietary habit and nutrition for children. Three hundred and fifty six elementary school students were asked questions about their eating habits and nutritional knowledge as well as general information about their personal characteristics. The results showed: 1. Only 53.5% of the subjects had breakfast every day. Seventy-six percent of the subjects had dinner every day. Only 40% of the children took meals and talked with family at both breakfast and dinner. Thus there was little opportunity for dietary guidance by parents. 2. About half of the subjects answered that their appetite decreased after eating snack foods between meals. A third of the subjects liked the baked goods as snacks. Because of their high sugar and fat content, they can damage children's health, resulting in child diabetes and tooth decay. For this reason, careful education is necessary to allow children to be able to select snack foods that are appropriate in kind and quantity. 3. About 85% of the subjects had an unbalanced diet. Therefore systematic nutrition education at school is necessary to instill in children the value of balanced diet. 4. Children preferred rice to other cereals as a staple food. They disliked kimchi, seasoned and blanched foods and salads as subsidiary foods. It is therefore necessary to teach children systematically the nutritional advantage of cereals and vegetables and to heighten their awareness of Korean food culture. 5. Children had a low level of nutritional knowledge. The knowledge of specific nutrients was lower than that of foods. In conclusion, systematical educational programs need to be developed at elementary school. These should include information about achieving a balanced diet, good eating habit, meal management and Korean dietary culture. Nutritional education at home must be emphasized.

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How Could a Proof Be Constructed into a Narrative? Focused on Function Translations (증명이 어떻게 내러티브가 될 수 있는가? -함수의 평행이동에 대한 사례연구-)

  • Lee, Ji-Hyun;Lee, Gi-Don;Lee, Gyu-Hee;Kim, Gun-Uk;Choi, Young-Gi
    • School Mathematics
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    • v.14 no.3
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    • pp.297-313
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    • 2012
  • The purpose of this paper is to discuss the potential and to examine the effect of narrative, as an alternative approach to teach formal proof in more easier and comprehensible way. Identifying the key elements of narrative in proof, we constructed a narrative that derives the equation of function translation. We examined the effect of teaching through the narrative, in comparison with teaching the corresponding proof, on low-achieving students' instrumental understanding and relational understanding of function translation. Since we found no statistically significant differences between the experimental and the comparison group, this study could not conclude that teaching through the narrative was more effective than teaching the corresponding proof. But there were some qualitative differences in the relational understanding responses and the evaluation of the teaching between two groups. These findings suggested some potential of narratives that complement the formal proof.

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