• Journal of the Korea Society of Computer and Information
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• v.14 no.2
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• pp.201-209
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• 2009

According to previous researches about online evaluation in many e-Learning contents, it took too much time and effort to generate test questions for formative or achievement tests using a database as an item pool. Furthermore, it is hard to measure accomplishment of learners for each unit through overall tests provided by existing e-learning contents. In this paper, to efficiently cope with problems described above, the item pool based on Item Form was transformed into Interaction Date Model in Run-Time Environment of SCORM2004. And the contents for the math concepts and principles that students would learn from regular classroom were developed in accordance with SCORM. In addition, Confidence Factor Function was used to take an objective view in measuring the accomplishment of learners through the items automatically generated by LMS(Learning Management System).

• Communications for Statistical Applications and Methods
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• v.30 no.6
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• pp.631-652
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• 2023

In the two-condition within-subject mediation design, pairs of variables such as mediator and outcome are observed under two treatment conditions. The main objective of the design is to investigate the indirect effects of the condition difference (sum) on the outcome difference (sum) through the mediator difference (sum) for comparison of two treatment conditions. The natural condition variables mean the original variables, while the rotated condition variables mean the difference and the sum of two natural variables. The outcome difference (sum) is expressed as a linear model regressed on two natural (rotated) mediators as a parallel two-mediator design in two condition approaches: the natural condition approach uses regressors as the natural condition variables, while the rotated condition approach uses regressors as the rotated condition variables. In each condition approach, the total indirect effect on the outcome difference (sum) can be expressed as the sum of two individual indirect effects: within- and cross-condition indirect effects. The total indirect effects on the outcome difference (sum) for both condition approaches are the same. The invariance of the total indirect effect makes it possible to analyze the nature of two pairs of individual indirect effects induced from the natural conditions and the rotated conditions. The two-condition within-subject design is extended to the addition of a between-subject moderator. Probing of the conditional indirect effects given the moderator values is implemented by plotting the bootstrap confidence intervals of indirect effects against the moderator values. The expected indirect effect with respect to the moderator is derived to provide the overall effect of moderator on the indirect effect. The model coefficients are estimated by the structural equation modeling approach and their statistical significance is tested using the bias-corrected bootstrap confidence intervals. All procedures are evaluated using function lavaan() of package {lavaan} in R.

• Journal of Educational Research in Mathematics
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• v.17 no.2
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• pp.179-199
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• 2007

The purpose of this study was to discover differences between mathematically gifted students (MGS) and non-gifted students (NGS) when making probability judgments. For this purpose, the following research questions were selected: 1. How do MGS differ from NGS when making probability judgments(answer correctness, answer confidence)? 2. When tackling probability problems, what effect do differences in probability judgment factors have? To solve these research questions, this study employed a survey and interview type investigation. A probability test program was developed to investigate the first research question, and the second research question was addressed by interviews regarding the Program. Analysis of collected data revealed the following results. First, both MGS and NGS justified their answers using six probability judgment factors: mathematical knowledge, use of logical reasoning, experience, phenomenon of chance, intuition, and problem understanding ability. Second, MGS produced more correct answers than NGS, and MGS also had higher confidence that answers were right. Third, in case of MGS, mathematical knowledge and logical reasoning usage were the main factors of probability judgment, but the main factors for NGS were use of logical reasoning, phenomenon of chance and intuition. From findings the following conclusions were obtained. First, MGS employ different factors from NGS when making probability judgments. This suggests that MGS may be more intellectual than NGS, because MGS could easily adopt probability subject matter, something not learnt until later in school, into their mathematical schemata. Second, probability learning could be taught earlier than the current elementary curriculum requires. Lastly, NGS need reassurance from educators that they can understand and accumulate mathematical reasoning.

• Journal of Educational Research in Mathematics
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• v.9 no.1
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• pp.279-294
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• 1999

The level-based task learning had an effect on enhancing the math achievement of enrichment and ordinary classes. Besides, the analysis of mathematical attitude change showed that the level-based task learning took effect in the experimental class in every domain, including self-confidence, flexibility, will power, reaction and value, while it made little difference to the comparative class. The findings were as follows in detail. 1. The Outcome of the Achievement Test 1) The Enrichment Class In the first two tests, there were little differences in the enrichment class, But the disparity between the experimental and comparative classes became larger as this study advanced with 4.3 for the third test, 6.4 for the fourth and 6.1 for the fifth. 2) The Ordinary Class In the first to fifth achievement tests, the ordinary class made less difference than the enrichment class did. But there appeared some effect as this study progressed, since the mean grade disparity between the experimental and comparative classes was 2.1 for the first test, 3.5 for the second, 3.9 for the third, 4.4 for the fourth and 6.3 for the fifth. 3) The Supplementary Class The supplementary class showed no big difference in the first two tests. But, like the ordinary class, there was some effect with the lapse of the third 2.9 for the test, 3.2 for the fourth and 4.1 for the fifth. 2. The Change of Mathematical Attitude 1) The Experimental Class The task learning by level had a great deal of effect on the experimental class, as the pre-and post-comparative analyses showed that this class's grades were 5.1 for self-confidence, 10.8 for flexibility, 11.3 for will power, 9.7 for curiosity, 10.9 for reaction and 2.8 for value. 2) The Comparative Class The relative comparison between the comparative class and experimental class revealed that there was a hole effect on the comparative class. 3. The Outcome of Questionnaire Survey 1) They showed a positive reaction, as 40.1% of them answered the level-based task loaming served to raise their achievement, and 48.0% told so-so, and 11.9% replied they weren't helped by it. 2) The results after the experiment were;37.8% of the students say they under- stood practically everything while 12.6% of them say they under stood almost half. 3) The will to learn after the experiment shows dramatic changes between the two classes, The students in the enrichment class showed better will to learn than the students in the ordinary and supplementary classes did.

• Journal of The Korean Association For Science Education
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• v.34 no.7
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• pp.693-701
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• 2014

Based on social cognitive theory, self-efficacy in the context of learning has been steadily emphasized as an indicator of students' motivation and performance. The premise for developing such an instrument was that a specific measure of Physics self-efficacy was deemed to be an important predictor of the change processes necessary to improve students' physics understanding. In this study we described the process of developing and validating an instrument to measure students' beliefs in their abilities to perform essential tasks in physics and then investigated high school students' self-efficacy about physics learning and performance. Validity and reliability of PSEI were tested using various statistical techniques including the Cronbach alpha coefficient, exploratory factor analysis. The result of factor analysis supported the contention that the Physics Self-Efficacy Inventory (PSEI) was a multidimensional construct consisting of at least four dimensions: understanding and application of Physics concepts, achievement motivation, confidence for physics laboratory, confidence for Mathematics. The result showed that Kroean high schools students have low Physics self-efficacy for the all four dimensions. Therefore, researchers should focus on development of students' Physics self-efficacy. In addition, the instrument may lead to further understanding of student behavior, which in turn can facilitate the development of strategies that may increase students' aspiration to understand and study Physics. More specifically, by using the PSEI as a pre- and post-test indicator, instructors can gain insight into whether students' confidence levels increase as they engage in learning Physics, and, in addition, what type of teaching strategies are most effective in building deeper understanding of Physics concepts.where they freely exchanged opinions and feedback for constructing better collective ideas.

• Journal of the Korean School Mathematics Society
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• v.17 no.1
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• pp.73-92
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• 2014

This study was performed in part with the task to find measures to improve the defining characteristics of feelings, value, interest, self-efficacy, and others aspects in regards to learning math among elementary and middle school students. For this study, it was essential to understand the appropriate questions that are needed to be asked during a consultation at a math clinic, for students that are having a hard time learning math. As a method for performing this study, the content of scheduled counseling over 2 years from a math clinic were collected and the questions that were given and taken were analyzed in order to figure out the types of questions needed in order to effectively examine students that are facing difficulty with learning math. The analysis was performed using Grounded theory analysis by Strauss & Corbin(1998) and went through the process of open coding, axial coding, and selective coding. For the paradigm in the categorical analysis stage, 'attitude towards learning math' was set as the casual condition, 'feelings towards learning math' was set as the contextual condition, 'confidence in one's ability to learn math' was set as the phenomenon, 'individual tendencies when learning math' was set as the intervening condition, 'self-management of learning math' was set as the action/interaction strategy, and 'method of learning' was set as the consequence. Through this, the questions that appeared during counseling were linked into categories and subcategories. Through this process, 81 concepts were deducted, which were grouped into 31 categories. I believe that this data can be used as grounded theory for standardization of consultation in clinics.

• Journal of Educational Research in Mathematics
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• v.8 no.1
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• pp.59-71
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• 1998

Recently, most classrooms in Korea are fully equipped with multimedia environments such as a powerful pentium pc, a 43″large sized TV, and so on through the third renovation of classroom environments. However, there is not much software teachers can use directly in their teaching. Even with existing software such as GSP, and Mathematica, it turns out that it doesn####t fit well in a large number of students in classrooms and with all written in English. The study is to analyze the characteristics of problem-solving process and to develop a computer program which integrates the instruction of problem solving into a regular math program in areas of quadratic functions and ellipses. Problem Solving in this study included two sessions: 1) Learning of basic facts, concepts, and principles; 2) problem solving with problem contexts. In the former, the program was constructed based on the definitions of concepts so that students can explore, conjecture, and discover such mathematical ideas as basic facts, concepts, and principles. In the latter, the Polya#s 4 phases of problem-solving process contributed to designing of the program. In understanding of a problem, the program enhanced students#### understanding with multiple, dynamic representations of the problem using visualization. The strategies used in making a plan were collecting data, using pictures, inductive, and deductive reasoning, and creative reasoning to develop abstract thinking. In carrying out the plan, students can solve the problem according to their strategies they planned in the previous phase. In looking back, the program is very useful to provide students an opportunity to reflect problem-solving process, generalize their solution and create a new in-depth problem. This program was well matched with the dynamic and oscillation Polya#s problem-solving process. Moreover, students can facilitate their motivation to solve a problem with dynamic, multiple representations of the problem and become a powerful problem solve with confidence within an interactive computer environment. As a follow-up study, it is recommended to research the effect of the program in classrooms.

• Genomics & Informatics
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• v.14 no.4
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• pp.196-204
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• 2016

Many researchers have found that one of the most important characteristics of the structure of linkage disequilibrium is that the human genome can be divided into non-overlapping block partitions in which only a small number of haplotypes are observed. The location and distribution of haplotype blocks can be seen as a population property influenced by population genetic events such as selection, mutation, recombination and population structure. In this study, we investigate the effects of the density of markers relative to the full set of all polymorphisms in the region on the results of haplotype partitioning for five popular haplotype block partition methods: three methods in Haploview (confidence interval, four gamete test, and solid spine), MIG++ implemented in PLINK 1.9 and S-MIG++. We used several experimental datasets obtained by sampling subsets of single nucleotide polymorphism (SNP) markers of chromosome 22 region in the 1000 Genomes Project data and also the HapMap phase 3 data to compare the results of haplotype block partitions by five methods. With decreasing sampling ratio down to 20% of the original SNP markers, the total number of haplotype blocks decreases and the length of haplotype blocks increases for all algorithms. When we examined the marker-independence of the haplotype block locations constructed from the datasets of different density, the results using below 50% of the entire SNP markers were very different from the results using the entire SNP markers. We conclude that the haplotype block construction results should be used and interpreted carefully depending on the selection of markers and the purpose of the study.

• School Mathematics
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• v.15 no.1
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• pp.61-75
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• 2013

This study analyzed Korean students' affective characteristics in mathematical learning according to school and sex by Factor Analysis and Cognitive Diagnosis Theory. In numerical affective achievements by Factor Analysis, there are mean differences between schools, i.e. elementary school and secondary school. And there are sexual differences within schools and boys show more positive achievement than girls. By Cognitive Diagnosis Theory, I investigated 6 affective attributes' proportions that students achieved according to school and sex. Middle school students' proportion is highest in self-control and anxiety and the attribute that students achieved most in all school is cognizing mathematical value. Boys show higher proportion in self directivity, interest and confidence than girls, but girls show higher proportion in anxiety than boys. In personal profiles, the proportion of students who achieved 5 attributes except anxiety is highest.

• Communications of Mathematical Education
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• v.31 no.4
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• pp.457-485
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• 2017

The Self-reported Evaluation tool developed in this study allows the learners to check and evaluate their own learning by determining the details that are self-assessed. Also this tool allows learners to receive feedback on their self - evaluation results. In this study pre - post test was performed to investigate the effect of self - assessment on the learners' tendency of studying math. The result showed that Self-reported evaluation improved self - confidence, self - strategy on learning mathematics, and meta-cognitive ability. Also by conducting a qualitative analysis of the Self-reported evaluation, students practiced the cognitive activities such as summarizing the contents they have learned that day. They also tried to understand and improve the learning habit, attitude, and learning state. Teachers were also able to communicate with students by providing individual questions and feedback through student's individual Self-reported Evaluation.