• International Journal of Advanced Culture Technology
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• 제12권1호
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• pp.34-42
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• 2024

This study investigated the academic achievement of science and high school students according to the characteristics of R&E activities in mathematics and science. In addition, based on the survey results, the correlation between R&E activity characteristics and mathematics and science academic achievement was studied through correlation analysis and factor analysis between subjects. There was a difference in academic achievement in mathematics and science according to the characteristics of the R&E activity area, and the experience of R&E activity was found to be closely related to the academic achievement of related subjects. Depending on the area of R&E activity, mathematical and scientific academic achievement was found to be two factors: mathematical logic and natural understanding. Natural understanding factors significantly influenced students' academic achievement in mathematics, physics, and life sciences, and mathematical logic factors significantly influenced the academic achievement of students in chemistry and earth science subjects. In particular, mathematical logic ability was concentrated in excellent physics class students, and natural understanding ability was concentrated in excellent life science class students. Since the characteristics of the R & E activity area greatly influence the academic achievement of mathematics and science, it will significantly contribute to the selection and operation of the R & E activity area of science high school students.

• 공학교육연구
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• 제22권3호
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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.

• 한국수학교육학회지시리즈E:수학교육논문집
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• 제37권4호
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• pp.615-633
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• 2023

본 연구는 수학 교과에서 기초학력 및 학습부진에 관련한 연구가 나아갈 방향을 제안하고자 2023년 8월까지의 국내 연구 동향을 분석하였다. 이를 위해 국내 연구 197편의 국문 초록을 자료로 수집하여 빈도 분석 및 LDA 기반 토픽모델링을 실시하였다. 연구결과, 첫째, TF 및 TF-IDF 기준으로 '학업성취', '영향', '효과', '변인'은 모두 상위권에 위치하였다. 둘째, LDA 기반 토픽모델링을 실시한 결과, 기초학력 미달 발생 원인, 수학 학습부진학생의 학습 실태, 수학 학습부진학생 지도 교사의 전문성, 수학 학습부진학생 지원 프로그램, 국가수준 학업성취도 평가 결과로 5개 토픽이 도출되었다. 이러한 결과를 바탕으로 향후 수학 교과의 기초학력 및 학습부진에 관한 연구가 나아가야 할 방향으로 학습부진학생의 성장에 초점을 둔 연구, 수학 교과에서 학습지원을 필요로 하는 학생에게 제공하는 프로그램을 체계화하는 연구, 수학 교과에서 학습지원대상학생을 지도하기 위한 교사의 전문성 신장에 관한 연구 등을 제안하였다.

• 한국학교수학회논문집
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• 제10권3호
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• pp.323-340
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• 2007

본 연구는 방과 후 활동의 현황과 문제점을 조망하고 대다수의 학생들이 수학교과의 방과 후에 실시하고 있는 학습유형에 대한 분석과 함께 학원수강 및 사설 과외와 같은 사교육의 효율성을 조사하였다. 그리고 현재의 교육체제 속에서 수학교과에서 이루어지는 방과후 학습의 방향과 방과후 학습활동이 학교 수업에 미치는 영향을 분석하였다. 마지막으로 이 연구를 토대로 공교육이 보다 정상화 될 수 있는 방안을 제안하고자 한다. 실제적으로 본 연구에서는 중학교 수학교과를 중심으로 방과 후 학습활동의 유형을 크게 학원수강, 과외, 자율학습으로 분류하고, 학생들의 3학기동안의 학업성적을 비교 분석하여 학교 수업의 방향을 모색하고자 연구하였다.

• Educational Technology International
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• 제19권1호
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• pp.93-122
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• 2018

It is crucial to understand the characteristics of learner questioning due to the effects it has on learning. This study focuses on the effects of middle school students questioning on their academic achievement in an online inquiry learning environment. A survey of 827 middle school students was conducted; the students took part in an online math and science program offered by a center for the gifted. Throughout the survey, learner questioning was analyzed, and its correlation with academic achievement was investigated. An analysis was based on questioning categories of a low- and high-level questions from previous studies. Through the survey, it was found that the number of learner questions asked in the online environment was small, but the number of low- and high-level questions were almost equal. Secondly, the higher the academic achievement level of the student, the higher the possibility they would ask either low- or high-level questions. Lastly the group of students in both low- and high-levels of questioning earned the highest average scores on formative evaluations and inquiry tasks. This indicates that regardless of the level of questions, the act of questioning itself is highly related to the academic achievement. However, in the case of advanced learning projects, the quality of questioning and high-level questioning affected the academic achievement of students. Based on these results, implications for the encouragement of learner questioning and support for asking high-level question are suggested.

• 수산해양교육연구
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• 제29권1호
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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.

• 정보교육학회논문지
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• 제25권6호
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• pp.1005-1013
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• 2021

코로나 19가 장기화되면서 기존 학력 격차가 더욱 심화되고 있다. 본 연구의 목적은 담임교사에게 학업 성취도 분석을 통해 학년 및 학급 내 학력 격차 실태를 시각적으로 확인하고, 이를 활용하여 학력 격차를 개선하기 위한 수업 설계 및 방안 탐색에 도움을 주기 위함이다. 학생들의 학년 초 국어, 수학 진단평가 점수 데이터를 K-means 알고리즘을 활용하여 클러스터로 시각화하였으며, 그 결과 유의미한 군집이 형성된 것을 확인했다. 또한, 교사 인터뷰 결과를 통해서 학생의 학습 수준 및 학업 성취 확인, 개별 보충지도 및 수준별 학습과 같은 수업 설계 등 학력 격차 개선에 본 시스템이 유의미한 것으로 확인되었다. 이는 곧, 학업 성취도 데이터 분석 시스템이 학력 격차 개선에 도움이 된다는 것을 의미한다. 본 연구가 담임교사에게 학년 및 학급 내 학력 격차 개선 방안을 탐색하는 데에 실질적인 도움을 제공하며, 궁극적으로 학력 격차 개선에 기여하기를 기대한다.

• 한국수학교육학회지시리즈A:수학교육
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• 제49권3호
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• pp.299-311
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• 2010

The purpose of this study was to examine the effects of abstraction offer of basic concept principle and feedback of self-efficacy attributional and mathematical study ability of math underachievers in high school based on the attribution theory and self-efficacy theory. The hypothesis were posed as below : Hypothesis 1: The experimental group that takes the abstraction offer of concept principle and attributional feedback training would be better at most self-efficacy than the control group that doesn't. Hypothesis 2: The experimental group that takes the abstraction offer of concept principle and attributional feedback training would have better math achievement than the control group that doesn't. They were divided into an experimental group and a control group, and the attribution disposition, self-efficacy and academic achievement of the children were measured by pretest and posttest. For data analysis, SPSS/PC+ program was employed and t-test was conducted. The main findings of this study were as below : First, the abstraction offer of concept principle and attributional feedback training was effective for enhancing the math self-efficacy in high school underachievers. Second, the abstraction offer of concept principle and attributional feedback training was effective for increasing the math achievement in high school underachievers.

• 한국환경보건학회지
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• 제47권4호
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• pp.310-319
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• 2021

Background: Humidifier disinfectant exposure is an ongoing issue, and there is still considerable related controversy. Various approaches are needed to secure scientific evidence on the extent of the victims' damages and for the determination of appropriate compensation. Objectives: The purpose of this study was to assess the association between humidifier disinfectant (HD) use and academic achievement in Korean children. Methods: This study used data from the 8th Panel Study on Korean Children in 2015. For the final study, 1,598 cases were used. T-tests and multiple linear regression analyses were conducted to determine whether the use of humidifier disinfectant is a factor that affects academic ability. Results: Children in groups using humidifier disinfectant showed statistically significantly lower scores in all areas of language, including reading, speaking and writing, and statistically lower scores in all areas of mathematics, including counting, addition and subtraction. In the multiple regression analysis results, which control for the effects of various demographic/social variables, the use of humidifier disinfectants showed statistically significant beta coefficients (β: -0.357, p<0.001), negatively affecting children's language ability. As for the 'math' variable, which was created by combining counting, addition, and subtraction scores, the use of humidifier disinfectants as independent variables also showed statistically significant beta coefficients (β: -0.200, p<0.001), negatively affecting children's math ability. Conclusions: The results of the study showed that depending on whether or not humidifier disinfectants were used, there are differences in children's language abilities, such as reading, speaking, and writing, as well as in their mathematical abilities, such as counting, adding, and subtracting numbers. These findings are thought to serve as a scientific basis for extending the perspective from health effects to more diverse areas of demographic and social impact related to humidifier disinfectant damage and compensation.

• 대한수학교육학회지:수학교육학연구
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• 제26권4호
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• pp.701-714
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• 2016

본 연구에서는 PISA 학부모 설문의 수학과 관련한 설문을 중심으로, 우리나라 부모의 수학에 대한 태도와 기대가 학생의 수학 학습 동기와 성취도에 어떻게 영향을 주는지에 대한 구조적 관계를 살펴보았다. 이때 부모의 수학에 대한 태도와 기대 효과에 영향을 줄 수 있는 ESCS와 자녀의 성별은 통제하여 분석하였다. 그 결과, 부모의 수학에 대한 태도는 부모의 수학에 대한 학업적 직업적 기대에 정적인 영향을 주고, 부모의 기대는 자녀의 내적 동기, 도구적 동기, 수학 성취도에 정적인 영향을 주는 구조적 관계를 발견하였다. 즉, 부모가 수학의 유용성과 필요성을 인식하는 것은 자녀의 수학에 대한 흥미와 가치, 수학 점수를 높이는 데 도움이 되며, 진로를 수립하는 데 도움을 줄 수 있다. 한편, 투입 변수 중 우리나라 학생의 수학 성취도에 직접적으로 가장 큰 영향을 준 변수는 도구적 동기였으며, 그 다음은 내적 동기, 부모의 수학에 대한 기대의 순이었다. 이 결과는 수학 성취에 대해 부모의 영향이 있다하더라도 학생 스스로가 가진 동기를 넘어서지 않음을 보여준다.