• Journal of Science Education
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• v.36 no.2
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• pp.394-407
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• 2012

This study analyzed the result of the National Assessment of Educational Achievement (NAEA) in a Grade 9 Science class. The study first found that the ratio of below basic achievement was 8.1 percent. This means that a large number of middle school students have not reached basic scientific literacy. Second, the ratio of male students in the below basic level was 10.4 percent, which was double the ratio of female students at 5.5 percent. Third, according to the analysis of achievement by gender, female students outperformed male students. In addition, the female students' standard deviation was smaller than that of the male students, and their scaled scores were distributed nearer the average than that of the male students. Furthermore, analysis of achievement by content domains indicated that females outperformed in all content domains including motion and energy, materials, life, and earth sciences. Showing a similar tendency in the behavior domains, females outperformed males in all behavior domains except the understanding domain. Last, for achievement by living area, students living in the middle and small cities showed the highest scaled score, 196.81. Whereas the average scaled score of the students living in the big cities was 196.15; that of the students living in rural areas was 194.86. With respect to the standard deviation, big cities had the largest, 33.73. That of middle and small cities was 33.70, and of rural areas was 32.92. Although students in cities showed higher achievement in science compared to students in rural areas, they had a bigger gap in academic achievement.

• Journal of Educational Research in Mathematics
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• v.23 no.2
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• pp.75-94
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• 2013

As part of the education in the pursuit of equity, in this study, we have analyzed the differential item functioning on mathematics assessment through the result of 2011 National Assessment Educational Achievement. For this we used SIBTEST method and M-H method to extract differential item functioning on multicultural and North Korea migrant families students. As a result, 10 items that has the differential functioning were extracted by both methods in three school levels from Elementary, Middle and High School. The result of a exploratory for potential causes of differential functioning on multicultural and North Korea migrant families students through a qualitative analysis of each items that has been extracted, language ability, the complexity of computation and problem-solving process, the curriculum, the problem situation have been discussed. These results will be able to contribute to establishing education policy and designing teaching and learning methods for the multicultural and North Korea migrant families students.

• School Mathematics
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• v.8 no.2
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• pp.215-237
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• 2006

In this study, we research distinctive features of geometry problem solving of middle school students whose mathematical achievement levels are distinguished by National Assessment of Educational Achievement. We classified 9 students into 3 groups according to their level : advanced level, proficient level, basic level. They solved an atypical geometry problem while all their problem solving stages were observed and then analyzed in aspect of development of geometrical concepts and access to the route of problem solving. As those analyses, we gave some suggestions of teaching on mathematics as students' achievement level.

• School Mathematics
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• v.8 no.1
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• pp.69-88
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• 2006

It is well known that the low achievement students are easily affected by the ways how the materials are organized and presented. So the studies on trying to find how those students' responses are differed according to the organization or presentation of the materials are necessary. This paper was based on the results of Korean Elementary 3 Grade Students National Diagnosis Assessment on Basic Scholastic Ability in area of mathematics. We analyzed students responses through combining the percents of correct answers with the assessment items. After that, we identified the properties of low achievement students in mathematics and presented some guides which, we thought, are helpful for improvements of mathematics textbooks and teacher guide books.

• Journal of Educational Research in Mathematics
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• v.18 no.3
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• pp.283-308
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• 2008

A poor achievement of basic competency leads to obstacles of the same subject and other subjects from a series of accumulative losses and social life. The Grade 3 National Diagnostic Assessment of Basic Competency (NDAHC) dated from 2002, Teaching Plan Responsible to Basic Competency and compensational education materials for students of the below-basic level has marked a line in the chain of policy to realize educational welfare. The goal of NDABC is to collect information of the reason with regard to learning deficiency and individual student's information, and ultimately teach them on the basis of those informations. This study analyzed the characteristics of below-basic students in the basic mathematics with data from NDABC from 2003 to 2007. Students of the below-basic level were affected in achievement by numerical distinction, regrouping, arrangement and descriptive form of item, information-providing way, typical example, familiarity, frequency in use in daily life etc. This study provides a basic important information with regard to teaching below-basic students and suggestions with compensational education materials for them.

• Journal of The Korean Association For Science Education
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• v.17 no.1
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• pp.45-53
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• 1997

The purpose of this study was to investigate the instructional effects of a problem solving model on students' achievement, science process skills, and perceptions of science activities. The problem solving model was developed on the basis of the SSCS (Search, Solve, Create, Share) problem solving model while considering Korean educational situations under a national curriculum. The model developed is composed of 4 stages; identify, solve, create, and share. In this research, the treatment and control groups (6 classes) were selected from a middle school in Seoul and taught about the separation of mixture for four weeks. Prior to instruction, the Group Assessment of Logical Thinking and the Learning Approach Questionnaire were administered, and their scores were used as covariate and blocking variable, respectively. During instruction, classroom observations for each group were conducted with a researcher-made checklist. Immediately following the instructions, students' achievement, science process skills, and perceptions of science activities were measured by a researcher-made achievement test, the Middle Grades Integrated Science Process Skills Test(MIPT), and the Perceptions of Science Activities Questionnaire, respectively. The results indicated that students in the treatment group achieved significantly better than those in the control group. Although students in the treatment group were found to use more science process skills correctly during their science activities, the MIPT scores of the treatment group were not significantly higher than those of the control group. No interaction with students' learning approach was found for both students' achievement and science process skills. On the questionnaire of students' perceptions of science activities, the treatment group showed more positive perceptions and interest than the control group. Educational implications are discussed.

• The Mathematical Education
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• v.61 no.4
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• pp.597-612
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• 2022

Recently, large-scale mathematics assessments are shifting from traditional paper-based tests to computer-based tests, nationally and internationally. This study explored the mode effect (the difference in student achievement by the change of test mode) according to the types of test items, the technological function reflected in the items, the characteristics of students' computer use, and the computer-based test environment. To this end, we analyzed the results of the 2020 national assessment of educational achievement of high school mathematics conducted on a paper and computer basis. As a result, firstly, the mode effect induced by the mode transition was generally insignificant, but the mode effect was larger in the extended response type than other types. Secondly, there were differences in the mode effect according to the transition to test with computer mode where innovative items were added. Thirdly, the difference between mode effects was statistically significant according to the student's sense of efficacy in computer use. The results of this study suggest that innovative items should be introduced deliberately according to the targeted content and competency in evaluation, and that assessment design and environment preparation need to be carefully developed so that nonessential abilities other than students' mathematical ability or incidental situation do not distort the assessment results.

• Perspectives in Nursing Science
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• v.9 no.2
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• pp.127-135
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• 2012

Purpose: The purpose of this study was to investigate the academic achievements, satisfaction and educational demands of nursing students at a college of nursing. Methods: The study subjects consisted of 134 senior nursing students who completed their clinical practicums. The students were asked to complete the evaluation survey for the curriculum. The evaluation survey for the curriculum consisted of three parts: 1) academic achievements of educational objectives, care of subjects, and skills; 2) satisfaction with the curriculum, clinical practice environment, and educational environment; 3) demands on the curriculum and clinical practicum. Results: The mean scores on the achievement levels of educational objectives, care of subjects and skills of the students were $3.68{\pm}0.53$, $3.69{\pm}0.59$, and $3.77{\pm}0.56$, respectively. The low rated domains were 'understanding and delivering culturally competent nursing' and 'competence in fundamental nursing skills' in their levels of achievements. Overall, students were satisfied with the nursing curriculum and educational environment. However, their satisfaction scores for the hours and arrangements of the clinical practicum, and the ratios and arrangements of lectures and clinical practicum were relatively low. Conclusion: The findings of this study are important to redesign nursing curriculum in order to prepare graduates for rapidly changing health care environments. We need to try various strategies to improve the clinical competencies of students by designing a curriculum based on social change and student needs.

• Journal of Educational Research in Mathematics
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• v.22 no.1
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• pp.1-22
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• 2012

The purpose of this study is to understand Korea students' characteristics as well as to give important information of improving our education using comparative analysis of framework, test booklets, test results between PISA 2009 and NAEA 2009. PISA 2009 was administered on May of 2009 and NAEA was administered on October of same year. The summary of the results of comparing two assessment is as follows First, cut score of NAEA Advance level is bigger than the cut score of level 5, which is considered as high achievement level. The cut score of Basic level of NAEA is also higher than the level 2 of PISA, which is considered as basic achievement level. This phenomenon can show that NAEA achievement level is set little bit higher than the achievement level of PISA in mathematics domain. Second, the percentage of female students on higher level was higher than that of male students. In suburban area, the percentage of high level was small and the percentage of low level was big. Third, students of Advanced level are distributed concentrating in PISA levels 4~6, Proficient achievement level concentrating in PISA levels 3~5, Basic achievement level concentrating in PISA levels 2~4, and below basic achievement levels concentrating in below level 1 and level 3 of PISA. Fourth, the correlation between NAEA 2009 and PISA 2009 achievement scores are significantly positive. However, the correlation of subscales were low. Fifth, analysis of non-equivalent group, 11 items located in 'change and relationship', 'uncertainty', 'connection cluster' domains found to be significantly different. The percent correct showed very big difference. The analysis results presents the implication of mathematics curriculum, teaching and learning methods as well as National Assessment of Educational Achievement.

• Journal of the Korean School Mathematics Society
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• v.14 no.1
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• pp.65-84
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• 2011

The purpose of this research is to draw some implications for reducing gender differences in educational achievement of mathematics by inquiring those in mathematics-related attitudes. For this purpose, this article analyzed the gender difference in mathematics-related attitudes of the elementary, middle, and high school students. Also, mathematics-related attitudes according to achievement levels was analyzed. The findings of this study are as follows. Firstly, in the scores on mathematics-related attitudes, male students were significantly higher than those of female students. Secondly, in the evaluation of the subordinate factors of mathematics-related attitudes, gender differences were shown a little bit larger in the areas of interest and self confidence than in the area of perception of mathematics value regardless of grades. Thirdly, in all schools, the higher achievement level is, the higher the score of mathematics-related attitudes is. Lastly, gender differences on mathematics-related attitudes in advanced level group is bigger than those in other level groups.