• Journal of Fisheries and Marine Sciences Education
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• v.26 no.4
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• pp.877-893
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• 2014

The purpose of this research is to study the implementation of instructional practices and the needs for improving study habits of underachievers, as a preliminary research to develop improving program for underachievers' study habits. Firstly, past researches on the subject were analyzed to find out the concept and scope of study habits, and factors related to academic achievement. After arranging and integrating these factors, we have extracted the constructs and factors of improvement program for students' study habits. Secondly, the instructional practices in the field and needs for improvement program for students' study habits were analyzed through a survey. The online survey composed of structured questionnaire was conducted among teachers consisting of regular classroom teachers, special class teachers, school counselors, etc. The results were reflected in the contents and configuration of the program. The contents of survey was the degree of practice and needs of improvement program for students' study habits in schools, and the degree of practice and needs of standardized tests. According to the survey results, the efforts for improving the underachieved students' study habits were low level. This study focused on study habits showing high demands in the development of program and manual.

• Communications of Mathematical Education
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• v.36 no.2
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• pp.287-311
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• 2022

This study was related to the cases in which pre-service elementary teachers designed math lessons tailored to math underachievers with learning trajectories and universal design for learning. Learning trajectories can be a basis to identify students' current state of understanding and development, and make a lesson plan responsively tailored to underachievers' state. And universal design for learning is a framework that removes potential barriers that may exist in math lessons from the time the lessons are planned, and guides the rich learning environment accessible to all learners. In order to provide an experience of designing math lessons considering the characteristics of math underachievers, this study required pre-service elementary teachers to create learning trajectories and make lesson plans with the principles of universal design for learning. The characteristics of the learning trajectories shown in the lesson plans and the results of applying the principles of universal design for learning were analyzed. By discussing the results, implications were derived regarding the necessity of lesson planning for math underachievers and the development of lesson planning competency of pre-service elementary mathematics teachers in teacher education.

• Education of Primary School Mathematics
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• v.8 no.2 s.16
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• pp.115-128
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• 2004

This study is based on the observation of preceded research that problem based instruction is effective in acquiring advanced mathematical knowledge but is not effective for raising mathematical achievement. The treatment of this experimental research is named 'revised problem based instruction' because it adds an expository session to the original problem based instruction. Then the purpose of this study is to make sure that revised problem based instruction is effective in raising mathematical achievement of underachievers.

• Proceedings of the Korean Institute of Information and Commucation Sciences Conference
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• 2016.10a
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• pp.857-858
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• 2016

In this paper, I analyze the differences of the academic achievement of the freshmen by admission type for the eight years. I analyze the assessment collegiate essential skills and the distribution of the credits of opening courses for the problems of increasing underachievers. The results were increasing courses in curriculum of the liberal arts and having difficulty of studying foreign language courses.

• Journal of the Korean Institute of Intelligent Systems
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• v.16 no.1
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• pp.30-36
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• 2006

In this paper, we proposed the system that supports underachievers realm decision of Korean language curriculum in the middle school. Learning disability and stagnation should be minimized by using and applying the proposed system. The input layer of the system contains 36 variables, which can be specific items in the Koran language curriculum. The variables are encoded with the specific coding schemes. The number of nodes in the hidden layer was determined through a series of learning stage with best result. We assigned 4 neurons, which correspond to one realm of the curriculum to output layer respectively. We used the multilayer perceptron and the error backpropagation algorithm to develope the system. A total of 2,008 data for training and 380 for testing were used for evaluating the performance.

• Journal of The Korean Association For Science Education
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• v.22 no.4
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• pp.750-756
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• 2002

The purpose of this study was to examine the effects of a treatment program by types of underachiever developed from "electric voltage and current" section in the 8th grade science textbook. The program for the underachiever who have lack of basic knowledge and needs to learning aimed to improve their achievement and attitude toward science. For this study, 171 8th grade students were sampled and distributed to control and experimental group. Among them, 54 underachievers were identified. The underachievers were defined as science achievement level is below mean and IQ is above 90. The independent variables in this study were teaching method (traditional instruction and developed instruction) and types of underachiever. The dependent variables were students' achievement and attitude toward science. Pretest-posttest control group design was used. The main results of this study were that the treatment program emphasizing learning sheet activities based on LT(Learning Together) model had significant effect for underachievers who have lack of basic knowledge and needs to learning to increase their achievement and attitude toward science.

• The Korean Journal of Elementary Counseling
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• v.4 no.1
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• pp.123-150
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• 2005

The purpose of this study was to examine the effects of self-regulated learning program on the underachiever's academic achievement and academic self-concept. To achieve the purpose of study the research hypotheses were as follows : Hypothesis 1 : There will be significant differences in the improvement of academic achievement between the experimental group and the control group. Hypothesis 2 : There will be significant differences in the improvement of academic self-concept between the experimental group and the control group. To verify these hypotheses, 32 underachievers were selected from sixth grade students of 'D' elementary school located in Seoul. 16 students were allocated to the experimental group and 16 students were allocated to the control group. The experimental group trained with self-regulated learning program for 10 times(The length of each section was 60 minutes). The self-regulated learning program in this study was based on program by Kim. Yong-Soo(1998), The measurement instruments of the study were mathematics achievement test paper and academic self-concept test. To find out the difference, Pretest-posttest control design was used. Mean and standard deviations obtained from these tests were analysed with t-test. The major findings obtained through this study are as follows : First, self-regulated learning program was effective in improvement of academic achievement (p<.05). Second, self-regulated learning Program was not effective in improvement of academic self-concept. However, the experimental group showed significant improvement(p<.01) at academic self-concept and sub academic self-concepts (ability, achievement) in the data of pre-post test. it can be suggested that this program had positive influence on underachievers. Although it has some limitations, self-regulated learning program is effective to academic achievement and academic self-concept of underachievers, even though not significant, it has a positive t.

• Journal of the Korea Institute of Information and Communication Engineering
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• v.26 no.4
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• pp.510-518
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• 2022

The diagnostic evaluation conducted at the national level is very important to detect underachievers in school early. This study used an artificial intelligence method to find the characteristics of underachievers that affect learning development for middle school students. In this study an artificial intelligence model was constructed and analyzed to determine whether the Busan Education Longitudinal Data in 2020 by entering data from the first year of middle school in 2019. A predictive model was developed to predict basic middle school Korean, English, and mathematics education with machine learning algorithms, and it was confirmed that the accuracy was 78%, 82%, and 83%, respectively, in the prediction for the next school year. In addition, by drawing an achievement prediction decision tree for each middle school subject we are analyzing the process of prediction. Finally, we examined what characteristics affect achievement prediction.

• Education of Primary School Mathematics
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• v.14 no.1
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• pp.81-95
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• 2011

In order to raise people with mathematical power and positive attitude toward mathematics fit for the 21st century, individual students should be provided with equal learning opportunities according to their ability and level, and the need of such mathematics education is even stronger for underachievers. As textbooks were considered the optimal learning materials at each stage, this study purposed to examine changes in students' mathematical learning abilities and mathematical tendency brought by the activities of analyzing and reviewing the textbooks of the previous grades. The subjects of this study were 5 mathematics underachievers from 3 fifth grade classes at D Elementary School. They were sampled from those who were selected based on the results of diagnostic assessment and the records at the end of April and gave their consent to participation in this study. For the sampled children, their current state was surveyed first, and then the experimental classes were given twice a week and a total of 32 sessions. The children judged their mathematical abilities through reviewing the textbooks from the 1st grade to the 4th grade, and studied the textbook of each stage by themselves. After the self study, they had the textbook contents review activity that extracted 10 problems considered important per semester, and the textbook analysis activity that grouped units in each stage according to relevancy, identified similarities and differences, and examined hierarchy. From the results of this study was found that the mathematics underachiever teaching method using the textbooks of the previous grades gives mathematics underachievers confidence in their abilities, strengthens mathematical connection, and develops the habits of exploring key contents through self study.

• The Journal of the Korea Contents Association
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• v.20 no.1
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• pp.562-572
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• 2020

This study analyzed subjectivity of underachievers on Peer Assisted Learning(PAS) in culinary skills related subject for providing better educational environment through consideration of educational efficiency of particular teaching method. Q Methodology was employed for analysing of responses of a small group of the students. The research found that three types of distinctive structures of responses of the students' subjectivity. The first one was Increase learning effectiveness type(Type1, N=8), the second one was Development of lesson materials for passive students(Type2, N=8), and the last one was Practical self-directed learning needs development(Type3, N=6). From the result, PAS was an effective teaching method for underachievers for encouraging participation of study program, helping to rise self-confidence in subject's tasks, and awareness of self directed learning and additional study on subjects matters. The study, however, found that students could consider themselves as an interruption to other students' study progress, and could feel other students' awareness as a burden. At last, forming a class by deeper consideration on the learning levels of each students and providing additional educational contents for encouraging self directed learning are necessary for the better efficiency for the future.