• Communications of Mathematical Education
• /
• v.26 no.1
• /
• pp.29-50
• /
• 2012

The purpose of this study is a comparison of proficient level and below basic level students' mathematical achievement in the National Achievement Evaluation and Assessment(NAEA). For the purpose, this study compared the proficient level and below basic level students' ratios, students' mathematical achievement of contents area and behavioral area in 6th, 9th, and 11th grades. This study found the change of proficient level and below basic level students' ratios, and the proficient level and below basic level students' characteristics on mathematical achievement of contents area and behavioral area in 6th, 9th, and 11th grades.

• Journal of the Korean School Mathematics Society
• /
• v.3 no.1
• /
• pp.131-148
• /
• 2000

Above all, the ability to solve problems must be emphasized as a basic skill of mathematics, but it is neglected when we teach. In this study, learning task means ［same meaning］ ［same form］ ［same technique］, so I tried to extend mathematical scholastic ability of the students as an extensional problem solving that is a basic element of mathematics. The purpose of this study is the investigation of level type learning, using the basic learning elements to extend thinking ability. From the constructed hypothesis as follows and then implement it. I selected basic learning elements from an analyzed textbook and then task learning material was created for each level type learning. The problem solving ability will be extended through the level type learning of the small group, using the level type learning task material. The conclusions this study are as follows. The level type learning in small group learning, using and making level type learning material, having basic learning elements in analysed text are. Basic learning content is understood clearly and deeply, so, fundamentally, it is effective in achieving the problem solving in mathematics. It is an effective method to achieve the meta-cognitive faculty because achieved the expected method of solving problems and resulted in the true learning of content.

• Journal of The Korean Association For Science Education
• /
• v.23 no.1
• /
• pp.47-56
• /
• 2003

The present study was carried out to analyse the frequency(%) for five kinds of inquiry context elements for six kinds of the high school science textbooks in the 7th curriculum. All the elements was classified into three process achievement level such as the basic, supplementary and further level introduced firstly in the 7th curriculum. Five elements of the inquiry context categories appeared as pure scientific context(61.8%), everyday context(22.2%), natural environmental context(7.7%), techno-industrial context(5.9%), and social context(2.4%) in the basic, supplementary and further level. Social context wasn't appeared in the supplementary level. In five elements of inquiry context, total elements appeared 7,139(85.5%) kfrequencies in the basic level and 691(8.1%) frequencies in the further level. However total elements appeared 529(6.4%) frequencies in the supplementary level. The kinds and frequencies of the elements for the inquiry context suggested in the basic level were more than those in the supplementary and in the further level. The social context was not appeared in the supplementary level. However five inquiry context elements were all appeared in the basic and further level.

• Journal of Engineering Education Research
• /
• v.17 no.4
• /
• pp.7-14
• /
• 2014

This study was conducted for the purpose of developing a basic-level TRIZ curriculum to improve students' creativity and problemsolving abilities. Towards this end, literature review, field application study, and a survey on the demand for such curriculum were conducted, as the research methodologies. Specifically, literature review was performed on the TRIZ-related research trends and education trends, and the researchers, who had experience running a TRIZ education program for a few years, ran a basic-level TRIZ for 40 hours as part of the extra-curriculum of A University. An actual survey was also conducted to determine the demand for the development of a basic-level TRIZ curriculum. Of the total of 40 students who were subjected to the curriculum, 31 responded sincerely 1 to the survey. Based on the survey analysis results on the students' recognition of the TRIZ curriculum and of the TRIZ task performance, and on the contents and educational effects of TRIZ, basic guidelines for the development of a basic-level TRIZ curriculum were formulated. Reflecting the results of the survey on the demand for a basic-level TRIZ curriculum, such a curriculum was proposed based on 16-week-long, 3-credit lectures considering the curricula of other subjects in the university.

• Journal of the Korea Society of Computer and Information
• /
• v.21 no.12
• /
• pp.147-155
• /
• 2016

In this paper, we propose basic materials for effective education of essential basic nursing skills and empirical base supporting the strengthening of essential basic nursing skills. An investigation was conducted with nursing college students ready for an employment on the relationship between the students' knowledge level of essential basic nursing skills and their satisfaction level against the clinical practice. The collected data were analyzed using descriptive statistics, t-test, one-way ANOVA, scheffē test and Pearson's correlation coefficients. in SPSS WIN 21.0 program. The findings of this study were as follows. 1) The knowledge level of essential basic nursing skills received a score of 88.95. 'Admission management' item received the highest score of 4.96 point on a 5 point scale while 'Retention urinary catheterization' item received the lowest score of 3.06. The higher the difficulty level of essential basic nursing skills was, the lower the knowledge level of it was. 2) The satisfaction against the clinical practice received a score of 3.28. In the clinical practice area, the satisfaction against the curriculum received a score of 3.84, the satisfaction against clinical practice contents a score of 3.39, the satisfaction against clinical practice environment a score of 3.17, the satisfaction against clinical practice time a score of 3.15. There was a significant correlation between the knowledge level of essential basic nursing skills and clinical practice satisfaction. These findings indicate that a systematic education of essential basic nursing skills could improve nursing students' satisfaction against the clinical practice.

• ETRI Journal
• /
• v.27 no.5
• /
• pp.579-584
• /
• 2005

A CMOS direct-conversion mixer with a single transistor-level topology is proposed in this paper. Since the single transistor-level topology needs smaller supply voltage than the conventional Gilbert-cell topology, the proposed mixer structure is suitable for a low power and highly integrated RF system-on-a-chip (SoC). The proposed direct-conversion mixer is designed for the multi-band ultra-wideband (UWB) system covering from 3 to 7 GHz. The conversion gain and input P1dB of the mixer are about 3 dB and -10 dBm, respectively, with multi-band RF signals. The mixer consumes 4.3 mA under a 1.8 V supply voltage.

• International Journal of Internet, Broadcasting and Communication
• /
• v.7 no.2
• /
• pp.79-83
• /
• 2015

The Response to Intervention(RTI) approaches is the method to help students who are at risk for learning difficulties in advance and provide an appropriate level of intervention. In this article, the characteristics of model RTI were reviewed for students with achievement of below basic proficiency level. We considered RTI as supporting system to document students' progress and its applicability for the general educational setting in Korean school. The tier of RTI make it possible the evidence based individual instruction and counseling, differentiated step-by step approach for students with achievement of below basic proficiency level. In conclusion, RTI can be used as educational tools for dealing with improvement of academic subjects learning, behavioral and emotional problem for students with achievement of below basic proficiency level. For building high quality implementing for RTI it is needed the collaboration of teachers, counselors and learning consultants and related educators.

• Proceedings of the IEEK Conference
• /
• 2002.07b
• /
• pp.1288-1291
• /
• 2002

In this paper, we present a design of mpeg-4 video codec chip to reduce the power consumption using frame level clock gating and motion estimation skip scheme. It performs 30 grames/s of codec (encoding and decoding) mode with quarter-common intermediate format(QCIF) at 27MHz. A novel low-power techniques were implemented in architectural level, which is 35% of the power dissipation for a conventional CMOS design. This chip performs MPEG-4 Simple Profile Level 2(Simple@L2) and H.263 base mode. Its contains 388,885 gates, 662k bits memory, and the chip size was 9.7 mm x 9.7 mm which was fabricated using 0.35 micron 3-layers metal CMOS technology.

• Journal of Educational Research in Mathematics
• /
• v.18 no.3
• /
• pp.283-308
• /
• 2008

A poor achievement of basic competency leads to obstacles of the same subject and other subjects from a series of accumulative losses and social life. The Grade 3 National Diagnostic Assessment of Basic Competency (NDAHC) dated from 2002, Teaching Plan Responsible to Basic Competency and compensational education materials for students of the below-basic level has marked a line in the chain of policy to realize educational welfare. The goal of NDABC is to collect information of the reason with regard to learning deficiency and individual student's information, and ultimately teach them on the basis of those informations. This study analyzed the characteristics of below-basic students in the basic mathematics with data from NDABC from 2003 to 2007. Students of the below-basic level were affected in achievement by numerical distinction, regrouping, arrangement and descriptive form of item, information-providing way, typical example, familiarity, frequency in use in daily life etc. This study provides a basic important information with regard to teaching below-basic students and suggestions with compensational education materials for them.

• Journal of Engineering Education Research
• /
• v.15 no.5
• /
• pp.119-124
• /
• 2012

The influences of the basic academic skills to the scholastic achievement grades has been researched and we made a test of the basic academic skills(Korean language, mathematic, foreign language) to the students of engineering department in I college in Seoul and analyzed the correlation between the basic academic skills and the scholastic achievement grades. Results show that the scholastic achievement grades has a correlation(r=.456, p<0.01) to the average grade of the basic academic skill test. High level students of the scholastic achievement grades have a correlation(r=.292, p<0.01) to the mathematical department and the others have a correlation(r=.232, p<0.05 and r=.279, p<0.01) to the Korean linguistic department. The results of this study through multiple regression analysis indicate that the scholastic achievement has a relation on Korean language skill. As a result, It is recommendable that the mathematical basic academic skill programs are suggested to the high-level students of the scholastic achievement grades and the linguistic basic academic skill programs to the others. Also, the required basic linguistic subject is needed to the low-level students of the basic academic skills and in this paper, we propose the test and management system for the basic campus-life skills including the basic academic skills and the basic major skills.