• Journal of Korean Elementary Science Education
• /
• v.41 no.1
• /
• pp.44-64
• /
• 2022

This study explored the elementary school teachers' experiences while teaching students with low achievement in science based on the grounded theory. In-depth interviews and analysis were conducted on 13 teachers with experiences in teaching students with low achievement in science within the last three years and more than five years of field experience until the theoretical saturation of data on the teaching experiences for students with low achievement in science. The analysis results were as follows. First, the teaching experiences of elementary school teachers for underachievers in science were classified into 119 concepts, 41 subcategories, and 17 categories. Based on the paradigm model, the categories were structured and presented as causal conditions, contextual conditions, intervening conditions, action/interaction strategies and consequences based on the central phenomenon of 'difficulty in teaching students with low achievement in science'. Second, the core category of elementary school teachers' teaching underachievers in science was assumed to be 'overcoming difficulties and teaching underachievers in science'. And according to the properties and dimensions of the core category, teachers who teaching students with low achievement in science were divided into four types: 'compromising-', 'overcoming-', 'accepting-', and 'conflicting-reality type'. Third, a conditional matrix was presented to summarize and integrate the results of this study by classifying the teaching experience of elementary school teachers for underachievers in science into educational providers and educational demanders. On the basis of these findings, educational implications for teaching students with low achievement in science were discussed.

• The Mathematical Education
• /
• v.40 no.1
• /
• pp.27-51
• /
• 2001

This research has the purpose of seeking and developing the efficient method for the students suffering from the problem “underachievement”, by improving learning and teaching method, by increasing students' interest in learning and desire to study, and by changing their weak and poor teaming attitudes into desirable and positive ones.

• East Asian mathematical journal
• /
• v.30 no.2
• /
• pp.123-148
• /
• 2014

The purpose of this article described the effects of mentoring program to the underachiever's attitude in learning Mathematics. In order to do this research, a mentoring class had been carried out for 30 weeks, with two students who was underachievers in mathematics. It was carried out contrastive analysis on the student's learning attitude in the math class before and after the mentoring, using a questionnaire of learning attitude in math with 40 questions, filling the blanks in sentence, recording files of class, and mentoring journals. As a result, before taking the mentoring class, students who were participated in the mentoring program were negative and low in five subordinate concepts(learning attitude, such as their tendency, interest, desire, confidence, attitude, and studying habits in math). However, after the mentoring class, the two students were remarkably changed in positive way on the five concepts in learning mathematics. Therefore, it is helpful to underachievers in mathematics if the mentoring program is used since it yields a positive impact on the learning attitude.

• The Journal of Korean Academic Society of Nursing Education
• /
• v.12 no.1
• /
• pp.5-12
• /
• 2006

Purpose: The purpose of this study was to examine the effects of learning motive enhancing program on academic self efficacy, learning habits, and self esteem in underachieve nursing college students. Method: This study was an one group pre and post test design. Underachievers in nursing college (n=38) were participated. Learning motive enhancing program was carried out for 110 minutes a week for 8 weeks. Academic self efficacy was measured by an academic self efficacy scale developed by Kim ae young & Park in young in 2001. To assess learning habits, the learning habits measurement scale developed by Kim young jin was used. Self esteem was measured by Rosenberg's self esteem scale. Result: After completing the learning motive enhancing program, significant improvement was found in learning habit and self esteem. As for sub-factors, efficacy for self confidence among academic self efficacy showed significant differences after treatment. Conclusion: Learning motive enhancing program appears to be effective in increasing learning habit and self-esteem of underachievers in nursing college students.

• Journal of KIISE:Computing Practices and Letters
• /
• v.9 no.4
• /
• pp.431-438
• /
• 2003

In this study, we have developed a web-based adaptive testing system using item response theory´s computerized adaptive testing to diagnose underachievers, and to check the evaluation results immediately. Adaptive testing system simple is not the fact that it presents a question to students. It calculates information of a question and presents the question to students. It controls the response of the students under extraction conditions of the next question. It extracts the question which is the most suitable it presents. In this adaptive testing system, you can extract questions according to the level of the students, and adjust the length and the level of the difficulty according to the response of the students.

• Journal of Korean Elementary Science Education
• /
• v.33 no.1
• /
• pp.181-194
• /
• 2014

The purpose of this study was to analyze the difference between eye movements according to science achievement of elementary school students on measuring tasks. Science achievement was graded by the results of Korea national achievement test conducted in 2012. As an assessment tool to check measuring task, two measuring measure problems from TSPS(Test of Science Process Skill; developed in 1994) which were suitable for eye tracking system were adopted. The subjects of this study were 3 underachievers and 3 overachievers from 6th grade who agreed to participate in the research. SMI was used to collect EMD (eye movement data). Experiment 3.2 and BeGaze 3.2 programs were used to plan experiment and analyze EMD. As a result, eye movements of participants in measuring task did not show the path to the common gaze by groups. To solve the problem of using specific measuring strategies related to the correct answer. Underachiever who failed in measuring tasks don't have enough measurement capabilities and lack eye movement through the area of interest for cognitive thinking. These results show that elementary school science curriculum dealing with measuring have to reflect a lot of step-by-step learning requires.

• School Mathematics
• /
• v.12 no.4
• /
• pp.531-545
• /
• 2010

This research is focusing on find out the learning method for mathematics underachievers of middle school. The tested method were metacognitive activity through writing. For conducting research, I had selected mathematics underachievers of middle school. After selecting them, I made two group. One group studied using CAS calculator with paper and pencil. And another group studied using paper and pencil only. Both groups exhibited metacognitive learning activities. The analysis of result shows that the group with CAS calculator did better than the group of paper and pencil.

• Proceedings of the Korean Society of Computer Information Conference
• /
• 2012.01a
• /
• pp.159-162
• /
• 2012

이 연구에서는 사회과 학습부진학생의 부진 원인을 규명하고 사이버 가정학습 2.0을 통해서 일어나는 인식변화과정의 분석을 통해 사이버 가정학습 2.0 시스템에 맞는 상황모형을 도출하였다. 수집된 자료는 근거이론을 통해 분석하였으며, 사회과 학습부진학생이 느끼는 부진 원인에는 인지적 영역과 정의적 영역이 함께 규명됐고, 사이버 가정학습 2.0을 통해 사회과 학습부진학생들은 부정적 인식을 긍정적으로 변화시켜감을 알 수 있었다. 특히 과정분석을 통해 상황모형을 도출한 결과 사회과 학습부진학생을 위한 사이버 가정학습 2.0 문제해결학습 모형이 도출하였는 바, 크게 도입, 문제규명, 탐색, 수행, 정리 및 평가의 다섯 단계로 나뉘어지는 것이었다. 향후에는 보다 장기간의 연구를 통해 학습부진학생의 가족과 또래관계의 분석이 포함된 연구나 사이버 가정학습 2.0과 교실수업을 보다 유기적으로 연계한 연구가 요청된다.

• Journal of The Korean Association For Science Education
• /
• v.34 no.5
• /
• pp.421-436
• /
• 2014

The purposes of this study were to develop the customized instructional programs by the causes of science underachievement and to identify the effectiveness of these programs. For these, we analyzed the characteristics of underachievers and causes of science underachievement and classified 22 7th grade science underachievers into three different types such as lack of science process skill, lack of science learning motivation, and lack of science learning strategy. They then were divided into the experimental and comparative groups. Instructional programs treated for both groups covered the same topics and were conducted once a week for 60 minutes each time for 15 weeks. Eleven students in the comparative group were treated with an activity-centered science program that dealt with basic science concepts. Unlike science underachievers in the comparative group, those in the experimental group were given customized instructional program. After the treatment, students were administered several tests including a test on awareness of the program, science process skill test, science learning motivation and strategy test, and academic science achievement test. In addition to the results of those tests, worksheets, daily activity reports, and interviews were used to evaluate a customized instructional program that was applied to the experimental group. Results of the study showed that these programs relieved science underachievers from the cause of poor achievement and accordingly help them achieve better performance in academics. In addition, both lack of learning motivation and lack of learning strategy types tended to relieve the other causes of science underachievement. Also, the experimental group showed a high level of satisfaction with the customized instructional programs.

• Journal of the Korea Society of Computer and Information
• /
• v.17 no.11
• /
• pp.207-214
• /
• 2012

This study tried to propose an optimal instruction-learning model for the cyber home learning system2.0 through grounded theory. In-depth interviews were conducted to investigate causes of underachievement and the causes were categorized according to common concepts. A total of 25 causes of underachievement could be grouped into four categories and eight sub-categories, as a result. Underachievers, then, participated in the lessons utilizing the cyber home learning system2.0 and their cognitive change process about learning was analyzed from reflectional journals and in-depth interviews with a teacher. It was found that underachievers were participated in learning by passing through 5 processes; adaptation to the cyber home learning system2.0, basic knowledge learning, task implementing, rounds of group discussions, feedbacks and evaluation. Based on analysis of these five processes, this study proposed a conditional matrix for the cyber home learning system 2.0 as the most personalized model for underachieving students.