• Journal of Engineering Education Research
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• v.12 no.4
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• pp.126-134
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• 2009

The deterioration of freshmen's scholastic performance has been markedly intensified and this phenomenon leads to serious problem in managing a college curriculum. In this study, peer tutoring, as a learning ability improvement program in Hoseo university, was introduced and the influence of the program on freshmen's scholastic performance was analyzed. In managing the program, a spontaneous participation of students was guided, a systematical network was built up among participants, tasks were assigned to participants and the results were verified for the improvement of the program. As a result, it was considered that peer tutoring strengthened the relationship among students, increased the leadership and responsibility as well as helped to enhance the interest in studying and improved the scholastic performance for both tutors and tutees.

• Journal of Korean Society for Quality Management
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• v.50 no.2
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• pp.199-220
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• 2022

Purpose: The purpose of this study is to analyze the score data released by the Korea Institute of Curriculum and Evaluation to find out the problems with the current scoring system provided by the College Scholastic Ability Test and to suggest improvement measures to solve these problems. Methods: We calculated the descriptive statistics of the standard scores using the frequency distribution table of the standard scores and identified the characteristics of the standard scores by expressing the distribution as a graph. Also, we developed an index to evaluate whether each stanine level was stably assigned and calculated the indexes for each area/subject by using the data on the number of examinees for each level. Results: We found that the relationship of conversion from raw scores to integerized standard scores is different depending on the size of the standard deviation of the raw scores, and identified the problem that the raw score information is not fairly reflected in the calculation of the percentile and level as the two raw scores are converted to one standard score. This problem can be solved by calculating the standard score to a decimal point. Conclusion: In this study, as a way to improve the quality of the scores of the current CSAT, the standard score and percentile decimal notation, the specific regulations of the standard score and stanine level calculation method, and the expansion of the open range of the scores were suggested.

• Research in Mathematical Education
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• v.11 no.4
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• pp.275-283
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• 2007

In this study, we gave 132 high school students fifteen probabilities and nine statistics problems of the Korean College Scholastic Aptitude Test and then analyzed their answer using the classical test theory and the item response theory. Using the classical test theory (the Testian 1.0) we get the item reliability ($0.730 \sim 0.765$), and using the item response theory (the Bayesian 1.0) we get the item difficulty ( $-2.32\sim0.83$ ) and discrimination ( $0.55\sim 2.71$). From results, we find out what and why students could not understand well.

• Korean Journal of Human Ecology
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• v.12 no.4
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• pp.417-432
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• 2003

The purpose of this study was to investigate the relationships between mother's beliefs on child rearing and children's self-perceptions. The subject of this study were comprised of 167 children aged 8-10 in Iksan & Kunsan city from Dec. 2 to Dec. 8, 2000. The children's self-perceptions were assessed by the self perceptions profile for children. Mother's beliefs questionnaire, developed by Okagaki and Sternberg, was used to obtain the data on mother's beliefs of parenting. The methods of analyses included basic descriptive categorical analysis as well as t-test, one way ANOVA-test, and multiple regression analyses. The major findings from the analyses are as follows: First, a significant difference was found in the degree of mother's beliefs about child rearing by mother's religion(p<.01), mother's education(p<.05), income(p<.001), level of life (p<.0l), mother's job, mother and fathers' agreement of child rearing(p<.05), relationship between mother and child(p<.05) in independence but a significant difference was not found in the degree of mother's beliefs about child rearing in accommodation. Second, the levels of children's scholastic performance were related to higher levels of mother's education(p<.001), mother's income(p<.001), mother and fathers' agreement of child rearing(p<.01). The levels of children's social competence was related to higher, child's gender (p<.01); girls were higher than boys. The levels of children's athletic abilities were not significant. The levels of children's physical appearance was related to higher levels of mother's education(p<.01), mother's income(p<.01), level of life(p<.05), mother's marriage(not divorce)(p<.01). The levels of children's behavioral conduct were related to higher levels of child's gender (p<.05), mother's education(p<.01), mother's income (p<.01), relationship between father and child(p<.0l). The levels of children's global self worth were related to higher levels of mother's age(p<.05), mother's education(p<.001), level of life(p<.05). Third according to the multiple regression analyses for the relationships between mother's beliefs about child rearing and children's self perceptions, mother's beliefs on the creativity were related to higher levels of children's scholastic performance, social competence, and mother's beliefs on the problem solving skills to higher levels of children's behavioral conduct and mother's beliefs on the accommodation to lower levels of children's scholastic performance, social conduct.

• The Mathematical Education
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• v.57 no.2
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• pp.111-136
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• 2018

This study suggests a framework for analyzing items based on the characteristics, and shows the relationship among the characteristics, difficulty, percentage of correct answers, academic achievement and the actual mathematical problem solving competency. Three mathematics educators' classification of 30 items of Mathematics 'Ga' type, on 2017 College Scholastic Ability Test, and the responses given by 148 high school students on the survey examining mathematical problem solving competency were statistically analyzed. The results show that there are only few items satisfying the characteristics for mathematical problem solving competency, and students feel ill-defined and non-routine items difficult, but in actual percentage of correct answers, routineness alone has an effect. For the items satisfying the characteristics, low-achieving group has difficulty in understanding problem, and low and intermediate-achieving group have difficulty in mathematical modelling. The findings can suggest criteria for mathematics teachers to use when developing mathematics questions evaluating problem solving competency.

• Journal of Educational Research in Mathematics
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• v.21 no.1
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• pp.87-103
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• 2011

The purpose of this paper is to investigate the effects on academic achievement for university basic mathematics in order to improve the problem-solving abilities of low achievement students in university general mathematics. In this paper, we suggest effective management strategies and teaching-learning methods according to level-based classes with utilizing scholastic level assessment, students survey, Mathematics Cafe and tutorial program, and also managing demonstration classes which are using Webwork system for assignments and evaluating the class.

• The Journal of the Korea institute of electronic communication sciences
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• v.7 no.1
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• pp.45-51
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• 2012

Programming is an area that many students have difficulty on because it requires various skills, such as problem analysis, logical thinking, and procedural problem-solving skills. In this paper, a system visualizing algorithm was used to set up algorithmic concepts easily and effectiveness of the system was analyzed through scholastic achievement test and survey after learning through this process. For evaluation, we divided students who take courses on programming language and algorithm in 3 universities into 2 groups with 6 teams in each group. The group that trained this system visualizing algorithm had scored 17.4 points higher in terms of scholastic achievement than the group that did not train such method. Moreover, according to the survey, the group had higher scores in terms of interest level, concentration level, comprehension, effectiveness, and convenience.

• Journal of the Korean Chemical Society
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• v.68 no.1
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• pp.40-53
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• 2024

The study investigates the number and proportion of questions in each area by examining Chemistry I questions from the College Scholastic Ability Test from 2019 to 2022. The analysis was conducted using a three-dimensional framework that included key concepts in chemistry, behavioral domains in chemistry, and behavioral domains in mathematics. The results indicated that Chemistry I questions on the College Scholastic Ability Test had a relatively even distribution of questions across core individual topics, but highly difficult questions were predominantly biased toward stoichiometry. In terms of the behavioral domains in chemistry, there was a remarkably low proportion of questions related to problem recognition and hypothesis establishment, as well as designing research and implementing research. Conversely, highly difficult questions were more inclined towards drawing conclusions and evaluations. Regarding behavioral domains in mathematics, there was a limited number of questions addressing heuristic reasoning and deductive reasoning. On the other hand, high-difficulty questions favored internal problem-solving ability. Additionally, certain key concepts in chemistry and behavioral domains in chemistry exhibited a strong correlation with specific behavioral domains in mathematics. This characteristic was particularly evident in questions that encompassed higher-dimensional behavioral domains in mathematics, which students tend to find challenging.

• Journal of the Korean School Mathematics Society
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• v.3 no.1
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• pp.131-148
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• 2000

Above all, the ability to solve problems must be emphasized as a basic skill of mathematics, but it is neglected when we teach. In this study, learning task means ［same meaning］ ［same form］ ［same technique］, so I tried to extend mathematical scholastic ability of the students as an extensional problem solving that is a basic element of mathematics. The purpose of this study is the investigation of level type learning, using the basic learning elements to extend thinking ability. From the constructed hypothesis as follows and then implement it. I selected basic learning elements from an analyzed textbook and then task learning material was created for each level type learning. The problem solving ability will be extended through the level type learning of the small group, using the level type learning task material. The conclusions this study are as follows. The level type learning in small group learning, using and making level type learning material, having basic learning elements in analysed text are. Basic learning content is understood clearly and deeply, so, fundamentally, it is effective in achieving the problem solving in mathematics. It is an effective method to achieve the meta-cognitive faculty because achieved the expected method of solving problems and resulted in the true learning of content.

• Communications of Mathematical Education
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• v.32 no.1
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• pp.37-57
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• 2018

In the early days, the use of concept maps in mathematics education focused on how to represent mathematical ideas in the concept map. In recent years, however, concept maps have proved beneficial for improving problem solving ability. Conceptual diagrams can be used for collaboration among students, tools for exploring problems, tools for introducing problem structures, tools for developing and systematizing knowledge systems. In this study, we focused on the structure analysis of mathematical problems using Concept Map based on the analysis of previous research. In addition, we have devised a method of using concept maps for problem analysis and a method of analysis of systematic mathematical problem structure. The method developed in this study was found to have significant value by applying to the university scholastic ability test.