• Journal of Engineering Education Research
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• v.21 no.1
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• pp.37-43
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• 2018

The purpose of this study is to investigate the effects of peer tutoring and feedback on academic learning in university mathematics. We compared subject satisfaction and academic achievement between the test group and the control group. We classified the test group(82 participants) and the control group(134 non-participants) and then applied peer tutoring and feedback to the test group. The rest of the environment was the same except for participation in the program. According to results, it was confirmed that the subject satisfaction were significantly higher(significance level .05) in the test group, where the subject satisfaction were learning objectives and expectation, learning satisfaction, and learning effect. Furthermore, in the change of academic achievement, the rate of decrease was lower and the rate of increase was higher in the test group than the control group. The satisfaction of participants was 4.33(Likert scale 5), and this trend tended to be same regardless of gender, high school course, or admission process.

• Journal of Engineering Education Research
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• v.22 no.3
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• pp.41-48
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• 2019

The purpose of this study is to examine how academic achievement in college math courses differ depending on when the course takes place. As a result, based on years of data analyses on students' academic achievement, it was affirmed that achievement levels differ due to environmental factors despite the diverse efforts of instructors and students. By further analyzing the causes of these differences, this study suggests solutions for improving the different academic achievement levels.

• School Mathematics
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• v.8 no.3
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• pp.327-339
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• 2006

In this study, a teaching units for teaching and learning of secondary preservice teachers' mathematising is designed, focusing on reinvention of Bretschneider's formula. preservice teachers can obtain the following through this teaching units. First, preservice teachers can experience mathematising which invent a noumenon which organize a phenomenon, They can make an experience to invent Bretscheider's formula as if they invent mathematics really. Second, preservice teachers can understand one of the mechanisms of mathematics knowledge invention. As they reinvent Brahmagupta's formula and Bretschneider's formula, they understand a mechanism that new knowledge is invented Iron already known knowledge by analogy. Third, preservice teachers can understand connection between school mathematics and academic mathematics. They can understand how the school mathematics can connect academic mathematics, through the relation between the school mathematics like formulas for calculating areas of rectangle, square, rhombus, parallelogram, trapezoid and Heron's formula, and academic mathematics like Brahmagupta's formula and Bretschneider's formula.

• Journal of the Korean School Mathematics Society
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• v.15 no.4
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• pp.747-770
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• 2012

In this study, we develop the mathematical modeling teaching materials focused function units of mathematics textbooks and establish the appropriate teaching and learning model. Using mathematical modeling materials and developed instructional materials for teaching high school students is aimed to improve the academic achievement, mathematical attitude and fear. The problem of this study is as follows : First, between the groups using mathematical modeling and a traditional textbook teaching academic achievement groups showed that there is a difference? Second, between the groups using mathematical modeling and a traditional textbook teaching mathematics between groups showed that there is a difference of mathematical attitude and fear? Third, what are the lessons for the students' responses using mathematical modeling?

• Journal of Fisheries and Marine Sciences Education
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• v.29 no.1
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• pp.315-324
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• 2017

The purpose of this study is to help with education by applying the learning clinic program to the maladjusted children to improve the emotional stability and academic achievement. In order to find the components of the learning clinic program, we have classified self efficacy, learning motivation, anxiety, and academic stress as emotional factors and the results of Korean language, mathematics, sociology and science as academic achievement factors to examine the effects of the program. The results obtained in this study are followings. Firstly, there was significant difference in self efficacy and anxiety between boys and girls among emotional factors, and there was significant difference in math between boys and girls among academic achievement factors. Secondly, after applying the learning clinic program, significant difference is found in all factors such as self efficacy, learning motivation, anxiety and academic stress, and there was also a significant difference in Korean language, mathematics, sociology and science among academic achievement factors. In conclusion, the learning clinic program was helpful to maladjusted children by improving emotional stability and academic achievement.

• Journal of Korea Game Society
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• v.12 no.2
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• pp.43-51
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• 2012

The purpose of this study is to find out whether G-learning method can raise students' academic motivation of the mathematics in elementary school. The subjects were 687 students in the same school. They were divided into two groups, control group and experimental group. Written tests were taken before and after the semester to evaluate the students' motivation of the mathematics. According to the results, the participation in G-learning program improved their academic achievements of mathematics. Experimental group showed statistically significant improvement in intrinsic motivation. On the contrary, control group showed statistically significant improvement in extrinsic motivation. This means that G-learning method make students study mathematics on their own initiative.

• Communications of Mathematical Education
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• v.23 no.3
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• pp.523-543
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• 2009

We conduct a survey to find out the academic achievement factors for 484 second grade students at two middle schools in Busan city and Kyungsangnam Do, respectively. The survey questionnaire includes home environment and background, students' personal character, relationships with friends, learning attitudes towards improving problem solving, variables related to teaching methods and teachers, the school's computer facilities, mobile class by students levels, private education current situations, etc. Private education current situations are presented according to regions. Based on survey data we perform factor analysis to find major factors affecting mathematics academic achievement. We analyze the characteristics of the major factors. We also propose basic data and implications to mathematics educators and mathematics teachers at middle schools for improving middle school mathematics education quality.

• Journal of the Korean School Mathematics Society
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• v.4 no.1
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• pp.9-27
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• 2001

The purpose of this study is to develop effective models for performance assesment in the subject of mathematics, In this study, a procedural model was created through selecting five evaluation methods that are the most relevant to evaluate mathematics comprehension. Also this study provides the application of procedural model over the span of an academic semester.

• The Mathematical Education
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• v.59 no.1
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• pp.31-45
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• 2020

Despite the trend of the times and the government's efforts to implement policies, a number of students, having difficulties in learning math, are still growing. Reflecting this, many studies related to underachiever of learning mathematics were conducted in the field of mathematics education. Most of these studies, however, were intended to find the cause of underachievers of learning mathematics or experimental studies that applied the specific teaching procedures to the underachievers of learning mathematics and found their effectiveness in terms of academic achievement, compared it beforehand. Thus, in this study, 49 studies, from including theses and published journal papers from 2001, were meta-analyzed to find out how effective the teaching treatment for underachievers of learning mathematics has improved academic performance. As a result of this analysis, we found that teaching treatment generally have moderate effect sizes for children with having difficulties in learning mathematics. It was also possible to analyze the effect of various interventions and to obtain some suggestions on which circumstances the greatest effect could be achieved. Teaching treatments for underachiever of learning mathematics could have greater effectiveness in elementary school level, institution certified testing tool was used, targeted for each individual, taught by peer student, lasted for at least 8 weeks, and using teaching aids and ICT tools.

• Communications of Mathematical Education
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• v.27 no.4
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• pp.473-486
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• 2013

This study examines the learning styles of freshmen enrolled in a college of science and engineering, and analyses the relationship between learning styles and academic achievement in mathematics to provide basic data for the teaching-learning methods, which are more suitable to learning styles of students. For the purpose of this research, a reliability analysis of Kolb's LSI is applied to 282 freshmen enrolled in a college of science and engineering of the medium-sized university. The outcomes of this survey are followings. Firstly, students hold higher positions in the order of converger, assimilator, accommodator, diverger among 4 learning styles. Secondly, while there is a positive corelation between abstract conceptualization[AC] and academic achievement, there is a negative corelation between concrete experience[CE] and academic achievement. Thirdly, as for academic achievement in mathematics, converger is superior to assimilator and accommodator. Finally, the correlation between learning styles and academic achievement is different by demographic characteristics. Based on these results, this study suggests the necessity for various teaching-learning strategies, which are adjusted to both academic characteristics of mathematics and learning styles. Also, the need for teaching methods, which help students to develop effectively four learning cycles, is proposed.