• Journal of the Korean Society of Earth Science Education
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• v.2 no.1
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• pp.33-40
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• 2009

The purpose of this study is to examine the effect of higher grades in elementary the science process skill and Academic Achievement by IIM. To verify research problem, the subject of this study were five-grade students selected from One classes of an elementary school located in Ulsan : the experimental group is composed of thirty-four students who were participated in IIM teaching model situation. During six weeks, the IIM learning-based instruction was executed in th experimental group. Post-test showed following results: First, the experimental group showed a significant improvement in the science process skill. We look into detailly this, the experimental group showed a significant improvement in the basis science process skill. In particular, The sub-factor 'Observation', 'Measurement', 'expectation' of the science process skill effects a significant improvement. Second, the experimental group did showed a significant improvement in the Academic Achievement. In conclusion, IIM teaching model was more effective on science process skill and Academic Achievement. However, since the study has a limit on an objet of the study and the applied curriculum, the additional studies need to be conducted with an extended comparative group and curriculum.

• Journal of the Korean Society of Earth Science Education
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• v.2 no.1
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• pp.48-54
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• 2009

This study aims to find out any effect of a POE model in the earth science unit of middle school(POE: prediction-observation-explanation). So this report compared and analyzed the effect that POE class and teacher-oriented class have on the level of learner science process skill and science academic achievement. Two groups, which were composed of 66 students and 64 students of middle school 2rd grade in Gyeongsangnamdo for this study, respectively, were selected as an experimental group and a comparative group. Through the pretest, the level of learner science process skill and science academic achievement were investigated. And learner science process skill and science academic achievement was verified with t-test. The findings of the study are as follows: First, as a result of analyzing the pre-test and the post-test for finding out the effect of class offering the POE model on learner science process skill, the class offering the POE model was shown effective for improving learner science process skill. However, the POE class was found significantly effective for improving the sub-factors of operationally defining, designing investigations, graphing and interpreting data, but not effective for identifying and stating hypothesis, identifying variables. Second, as a result of analyzing the pre-test and the post-test for finding out the effect of class offering the POE model on learner science academic achievement the class offering the POE model was shown effective for learner science academic achievement.

• 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 The Korean Association For Science Education
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• v.19 no.1
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• pp.137-145
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• 1999

This study investigated the influences of the cooperative and the individualistic learning strategies on the academic achievement and the attitudes toward science instruction and science by the level of achievement. These two learning strategies endowed students with the responsibility of learning and emphasized student-centered learning which included higher order thinking activities. Cooperative learning group students studied the tasks through small group discussion, and individualistic learning group students solved the same ones individually. In the traditional group. teacher-centered expository lesson was used. The subjects of this study were 7th graders of coed middle school, and were taught about separation of mixture for 10 class periods. Two-way ANCOVA results revealed that the test scores of academic achievement for cooperative learning group were significantly higher than those of individualistic and traditional learning groups. The attitudes toward science instruction and science were also more positive in cooperative learning group than the others. No interactions between the treatment and the level of previous achievement indicated that the cooperative learning strategy was effective regardless of the level of achievement.

• Journal of The Korean Association For Science Education
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• v.24 no.1
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• pp.17-28
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• 2004

The purpose of this study is to determine the patterns of differences between genders in science achievement. Eleventh grade, 140 female and male students were sampled from a school in Seoul. According to the analysis results of pilot study, 20 items were finally selected for the main study. To sharpen our interpretations of the factors and provide some confirmation, we supplemented the statistical analysis with a more detailed cognitive study of the items using think-aloud protocols and interviews with student test takers. The analysis of this study took into account the different item formats, contexts, and presentation styles. The findings are as follows: First, there was no significant gender difference between multiple-choice and open-ended items. Second, male students achieved significantly better in the context of everyday life in multiple-choice items. Third, male students favored items presented as written texts. Fourth, in problem-solving process, female students tend to apply their science concepts, whereas male students tend to apply their everyday experiences. The results of this investigation indicate that gender difference in science achievement depends heavily on item characteristics.

• Journal of The Korean Association For Science Education
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• v.36 no.6
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• pp.911-923
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• 2016

The purpose of this study is to figure out the quality of understanding and implementation for teachers implementing the 2009 revised elementary science curriculum achievement standards. To achieve this purpose, in-depth interviews were conducted with 12 participants, and the qualitative contents method was used to analyze interview contents. According to the interview contents, the results of this study can be described as a phenomenon that teachers implementing achievement standards regarded achievement standards as usual, while focusing on evaluation in school. To make clear of this phenomenon, we classified it into two main dimensions. One is the understanding of teachers by implementing the 2009 Revised National Curriculum achievement standards for elementary school science curriculum, the other is its application. Teachers regarded achievement standards as a criterion, but did not have much attention to it during class time. Furthermore, teachers point out the problems caused by lacking available support materials and the material about core achievement standards. When teachers implemented achievement standards, they prefer to give class to students based on textbooks rather than achievement standards, and they usually use it as evaluation criterion. Based on the results of this study, there were three suggestions and they are as follows: First, it is necessary to improve teachers' professionalism on curriculum and it is a must for teachers to have more concerns about achievement standards; Second, to develop accessible support materials for teachers; Third, to improve curriculum implementation systems.

• Research in Mathematical Education
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• v.24 no.3
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• pp.175-199
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• 2021

The Science Writing Heuristic (SWH) approach is described as an immersive argument-based science inquiry focusing particularly on learning through epistemic practices. In the literature, several previous studies indicate how academic achievement is positively influenced by the SWH. In addition to these previous studies, several meta-syntheses of qualitative data have been conducted on this particular topic. With these literatures in mind, a quantitative meta-analysis was conducted with ten studies (N = 724) to examine the effectiveness of the SWH on student achievement in Turkey. To present a thoroughly detailed report, this study also examined the following moderators: grade level, subject area, school location, intervention length, and report source. Overall, this study found that in Turkey, the SWH classrooms performed better in academic achievement tests than traditional lecture-based classrooms. Additionally, the SWH is more likely to be effective regardless of grade levels, subject areas, and school locations.

• Journal of Korean Library and Information Science Society
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• v.45 no.2
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• pp.5-27
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• 2014

This study aims to investigate the relationship between university library usage and educational achievement of academic library users. To proceed with this study, academic library usage data were collected from S university undergraduate students. Academic achievement was measured using the students' grade point average(GPA). T-test and analysis of variance were used to compare differences of means between library usage and academic achievement with the background variables. Hierarchical regression analyses were conducted to determine the association between library usage and academic achievement. As a result, a positive correlation was found between academic achievement and the use of library resources and services according to gender, year and academic subject. In addition, academic library usage had a positive significant influence on academic achievement. Students who used more library resources and facilities ultimately get better grades.

• International Journal of Computer Science & Network Security
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• v.22 no.5
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• pp.149-153
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• 2022

This study examines the effect of using interactive electronic models to teach mathematical concepts on students' achievement in the linear algebra course at university. The field sample consisted of 200 students divided into two equal groups, an experimental group of 100 students and a control group of 100 students. The researcher used an achievement test in some mathematical concepts related to linear algebra. The results of the study showed that there were statistically significant differences (0.05) between the average achievement scores of the experimental and control groups in the post application of the achievement test, in favor of the experimental group. The size of the influence of the independent factor on the results of the study, which is "interactive electronic forms", on the dependent factor, which is the students' academic achievement in the prepared test, had a very large effect. Also, the results of the study showed that there were statistically significant differences (0.05) between the mean scores of the experimental group in the pre and post applications of the achievement test, in favor of the post application. The researcher recommended the use of interactive electronic models in teaching mathematical concepts at the university level and diversifying the strategies of teaching mathematics, using technology to attract learners and raise their academic achievement.

• Journal of The Korean Association For Science Education
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• v.24 no.2
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• pp.399-407
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• 2004

The purposes of the study were to examine students' attitudes toward science and to investigate the relationship between attitudes toward and achievement in science. In order to achieve the purposes, the data collected from the National Assessment of Educational Achievement in 2001 were analyzed in this study. Approximately 1% of students within the entire population of the Grades 6, 9, 10 were randomly selected for the National Assessment of Educational Achievement in 2001. Students at all grade levels had slightly positive attitudes toward science. Positive attitudes toward science were higher at elementary level. Male students had more positive attitudes than female students and the difference in attitudes between male and female students was statistically significant. Also, there were significant differences in students' attitudes toward science among regions including Seoul, metropolitan city, small city and town. In addition, achievement in science was significantly and positively related to attitudes toward science, that is, the higher the students achieved, the more positive their attitudes toward science.