• Journal of The Korean Association For Science Education
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• v.27 no.3
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• pp.180-189
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• 2007

This study investigated the influences of reciprocal peer tutoring (RPT) strategy on middle school students' science achievement, self-efficacy, perception of instruction by grouping method and science achievement level. Eighth graders from a middle school in Seoul were assigned to comparison, homogeneous RPT, and heterogeneous RPT groups. The students were taught about 'separation of mixtures' for 8 class hours. After the instructions, a science achievement test consisting of three subtests (knowledge, understanding, and application), a self-efficacy test, and a questionnaire about the perception of instruction were administered. The analysis of the results revealed that the scores of heterogeneous RPT group, regardless of the students prior science achievement level, were significantly higher than those of the other groups in the knowledge and understanding subtests, and the self-efficacy test. The scores of homogeneous RPT group were significantly higher than those of the comparison group in the knowledge subtest but not in the understanding subtest and the self-efficacy test. The low-level students in heterogeneous RPT group performed better in the science achievement test and the application subtest than those in the other groups. The high-level students in RPT groups performed better in the science achievement test than those in comparison group. However, there was no significant difference for the application subtest scores of the high-level students of the three groups. Most students in RPT groups perceived positively on the instructions. The students in heterogeneous RPT group and low-level students especially showed more positive perception of the instruction than those in homogeneous RPT group and high-level students.

• Journal of Korean Elementary Science Education
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• v.25 no.4
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• pp.454-464
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• 2006

The purpose of this study was to develop MBL(Microcomputer Based Laboratory) programs for sixth-grade elementary students in science laboratory instructions and to ascertain the effects of this program on academic achievement and science-related affective characteristics. In laboratory instructions, using the MBL was found to be effective in improving academic achievement for elementary students, especially in the domain of knowledge. In addition, it helped students to improve science-related affective characteristics. The experimental group showed higher levels, especially in the domains of cognition and interest. When our findings were analyzed in detail, the sub-domains that showed positive effects included 'cognition of science' in the domain of cognition, and interest toward science', 'interest toward science learning', 'interest toward science related activities', and 'anxiety for science' in the domain of interest. Male students exhibited improvement in the domain of cognition while female students showed improvement in the domain of interest. In conclusion, utilizing MBL programs as an experimental measurement in the real field of elementary science education can be said to be both positive and desirable.

• Journal of Korean Elementary Science Education
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• v.37 no.2
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• pp.110-125
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• 2018

The purpose of the study was to explore the effect of using discussions and debates in science laboratory classes on science learning motivation, science process skills, and science academic achievement. Participants in this study were 6th grade students at an elementary school. Students in the experimental group participated in science laboratory classes using discussions and debates while students in the comparative group participated in common laboratory classes with a teacher-directed approach. The results of this study are as follows: by using discussions and debates in science laboratory classes, there were statistically positive effects on the students' science learning motivation and science process skills. However, there was no statistically significant difference in science academic achievement by using discussions and debates. Even so, in the narrative survey of the students'reactions after the class, students in the experimental group responded that it was much easier to understand the meaning of the scientific concepts when they used discussions and debates. Therefore, there is a need to investigate how to use discussions and debates effectively by introducing them at different time or in different ways, rather than considering that discussions and debates have no effect on science achievement. These findings provide science teachers and researchers pedagogical implications about utilizing discussions and debates in science classes.

• Journal of Korean Elementary Science Education
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• v.25 no.1
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• pp.59-69
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• 2006

The purpose of this study was to investigate effects of discussion using newspapers on fifth grade elementary school students' academic achievement and affective characteristics related to science. Additionally, this study intended to examine students' ideas about newspaper utilization, discussion based learning and science with questionnaire. The subjects were 59 fifth grade students from two classes. NIE was used in the experimental group and traditional teaching methods in the control group. In pretest and posttest sessions, both groups were evaluated by the academic achievement test, and an affective characteristics related science test. The results of this study showed that the academic achievement of the experimental group which applied discussion using newspapers was significantly higher than that of the control group which applied traditional instruction, especially in terms of knowledge and understanding. Additionally, the results showed that discussion using newspapers had a positive effect on affective domains such as perception, interest and attendance for science classes. In particular, the post-results of the experimental group were higher than pre-results, on the other hand, those of the control group were lower than preresults in all affective domains. It appeared that students had positive thoughts about newspaper utilization, discussion based learning, and science. The half of students who had low academic achievement showed negative reactions for discussion based learning.

• Journal of The Korean Association For Science Education
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• v.31 no.6
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• pp.876-886
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• 2011

This study was carried out to investigate the difference of gender of academic self-efficacy, external motivation, interest and science achievement for high school students of Korea and to verify the structural relationship among these variables using PISA 2006 data. The major findings of this study are as follows. According to Multi-group analysis, Latent means analysis (LMA), where boys were used as the reference group, girls showed lower latent mean values on the academic self-efficacy, extrinsic motivation and interest. Academic self-efficacy was found to have a greater effect on achievement compared to external motivation and interest. According to structural equation modeling (SEM) analysis, academic self-efficacy and extrinsic motivation affected interest. Academic selfefficacy, external motivation, and interest affected science achievement. Lastly, interest mediated academic selfefficacy and external motivation on science achievement.

• Journal of Integrative Natural Science
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• v.4 no.2
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• pp.158-165
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• 2011

Statistics by structural equation modeling techniques were used to assess a model of chemistry learning strategy based on performance goal orientation. In the optimal Model III of this research, Performance-approach goal was positively related to the use of learning strategy(p<.05) and achievement need(p<.05). Performance-avoidance goal was negatively related to learning strategy(p<.05) and was positively related to self-handicapping tendency(p<.15). Performance-approach goal affected learning strategy indirectly through achievement need(p<.05). Use of achievement need was positively related to learning strategy(p<.05) and self-handicapping tendency(p<.35). Self-handicapping tendency affected learning strategy negatively(p<.05). Implications of these findings for learning strategy in chemistry education are discussed.

• International Journal of Computer Science & Network Security
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• v.22 no.5
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• pp.266-276
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• 2022

The study aimed to pinpoint the effects of an educational environment based on gamification on developing achievement motivation among first-grade intermediate students. Using an achievement motivation scale, the study adopted a quasi-experimental design with experimental and control groups. The sample consisted of 52 students selected randomly from the first-grade intermediate students. They were studying in public intermediate schools in Jeddah at the time of this study. They were divided into two groups. The control group (n=24 respondent), and the experimental group (n=28 respondent). The results showed statistically significant differences at the level α ≥ 0.05 between the mean scores of the experimental group and the control group in the posttest of the achievement motivation measurement in favor of the experimental group. The study recommended using gamification in designing computer curricula and courses across educational stages in Saudi Arabia. It also recommends training the computer and information technology teachers on using gamification in their teaching.

• Journal of The Korean Association For Science Education
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• v.33 no.6
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• pp.1186-1201
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• 2013

We investigated student's characteristics in each educational achievement level using the results of the NAEA (National Assessment of Educational Achievement) in 2009, 2010, and 2011 for Grade 6 students, and compared the characteristics between elementary and middle school students. The analysis of representative items for each educational achievement level of elementary and middle school students revealed that (a) advanced level students from both elementary and middle school could exactly understand the achievement criteria of the curriculum, (b) proficient level students from both elementary and middle school were understanding the achievement criteria of the curriculum superficially, for example, they could not understand concepts exactly but could memorize terms, and so should have compensational education under situations that ask for short answer or essay type items instead of multiple choice items, and (c) basic level students from both elementary and middle school almost could not understand the achievement criteria of curriculum, and so should have compensational education under situations that only deal with a simple situation. Science concepts treated in science curriculum are hierarchically organized by level of school, and simple compensational education for the students of below basic level will not solve learning deficits in science education. Differentiated education by educational achievement should be largely expanded instead.

• Journal of The Korean Association For Science Education
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• v.29 no.1
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• pp.1-9
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• 2009

The purposes of this study are to investigate the effects of the Science Conceptual Model Completion Activity and Science Conceptual Model Modifying Activity on middle-school students' achievement in science conceptual learning, and to analyze if there are any correlations among their achievements by purposed activities, their cognitive level and school science achievement. For the study, 112 middle school students were sampled for three groups, which are two experimental groups (Model Completion activity group, Model Modifying Activity group) and one control group. Pre- and post-tests were taken to measure the students' achievement in science concepts, and the logical thinking ability test was administered after the implementation period. In addition, their school science achievements were analyzed. The research findings are as follows: First, the Science Conceptual Model Completion activity is more effective for middle school students' science conceptual learning than the Science Conceptual Model Modifying activity or conventional activity. Second, higher school science achievement also results in higher achievement of science concepts through the Conceptual Model Modifying activity or the Conceptual Model Completion activity. Lastly, the Conceptual Model Completion activity is more effective for the concrete operational level students to attain science concepts than formal operational level ones. Meanwhile, on the contrary, the Conceptual Model Modifying activity is more effective for formal operational level students than the concrete operational level ones.

• Journal of The Korean Association For Science Education
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• v.17 no.3
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• pp.301-311
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• 1997

The purpose of this study is to construct a structural equation model and to analyze causal relationships among variables related to attitudes to science using structural equation modeling(SEM) with LISREL VII. The sample consisted of 483 10th grade boys from a general high school in Pusan, Korea. The questionnaires (ABC-attitude scale: affection, behavioral intention, cognition scale of attitude towards science) were developed by the researcher through a pilot study. And other instruments have modified previous ones. Five instruments were used in this study: GALT(group assessment of logical thinking), MTSlS(modified test of science inquiry skill), ABC-attitude scale, MSAS(modified scientific attitude scale), CSAT(common science achievement test). Structural equation modeling with LISREL VII($J\ddot{o}reskog$ & $S\ddot{o}rbom,$ 1993) was employed to estimate the causal inferences about hypothesized relationships among observed data sets. Three competing models consisted of five latent variable(scientific thinking ability, science inquiry skill, attitude towards science, scientific attitude, science achievement) - lP(inquiry preceding) model, AP(attitude preceding) model and AM(attitude mediating) model - were developed. Among these competing models, IP model satisfied the observed data sets. The causal relationships among "attitudes to science" and other latent variables were reliably identified. According to the results of the present study, science inquiry skill was the most significant variable that can predict science achievement. But scientific thinking ability has not directly influenced science achievement. This study suggests that inquiry based teaching-learning processes should be offered to students for improvement of science achievement. At the same time, it seems to be important to develop positive attitude towards science. Understanding of relationships among variables related to attitudes to science will be helpful to the development of science curriculum and to the design of science teaching and learning process. LISREL has been recognized as a useful approach in testing a SEM. However, in this study, LISREL approach was estimated as much more useful method for research design.