• 한국수학교육학회지시리즈D:수학교육연구
• /
• 제14권1호
• /
• pp.79-98
• /
• 2010

To analyze the relationships between self-control, thinking quality and mathematical academic achievement, 197 senior school students were asked to complete questionnaires called "self-control ability on mathematics for middle school students" and "thinking quality for senior school students." The results were as follows: (1) There was strongly positive relevance between self-control ability, thinking quality and mathematical academic achievement. (2) A model was presented in which self-control ability had a direct impact on mathematical academic achievement, meanwhile had indirectly influenced mathematical academic achievement by thinking quality which acted as the intermediate variable. Thinking quality had a direct impact on mathematical academic achievement, too. (3) There's no significant difference between the two groups of boys and girls on the structural weights.

• 한국수학교육학회지시리즈D:수학교육연구
• /
• 제13권1호
• /
• pp.31-48
• /
• 2009

Utilizing the path analysis method, the study explores the relationships among the influential factors in mathematics modeling academic achievement. The following conclusions are drawn: 1. Achievement motivation, creative inclination, cognitive style, the mathematical cognitive structure and mathematics modeling self-monitoring ability, those have significant correlation with mathematics modeling academic achievement; 2. Mathematical cognitive structure and mathematics modeling self-monitoring ability have significant and regressive effect on mathematics modeling academic achievement, and two factors can explain 55.8% variations of mathematics modeling academic achievement; 3. Achievement motivation, creative inclination, cognitive style, mathematical cognitive structure have significant and regressive effect on mathematics modeling self-monitoring ability, and four factors can explain 70.1% variations of mathematics modeling self-monitoring ability; 4. Achievement motivation, creative inclination, and cognitive style have significant and regressive effect on mathematical cognitive structure, and three factors can explain 40.9% variations of mathematical cognitive structure.

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

• 한국수학교육학회지시리즈D:수학교육연구
• /
• 제27권1호
• /
• pp.129-150
• /
• 2024

This study utilized South Korean elementary and middle school student data to examine the longitudinal change trajectories of learning motivation types according to the longitudinal change trajectories of mathematics academic achievement. Growth mixture modeling, latent growth model, and multiple indicator latent growth model were used to examine various change trajectories for longitudinal data. As a result of the analysis, it was classified into 4 subgroups with similar longitudinal change trajectories of mathematics academic achievement, and the characteristics of the mathematics subject, which emphasize systematicity, appeared. Furthermore, higher mathematics academic achievement was associated with higher self-determination and higher academic motivation. And as the grade level increases, amotivation increases and self-determination decreases. This study suggests that teaching and learning support using this is necessary because the level of learning motivation according to self-determination is different depending on the level of mathematics academic achievement reflecting the characteristics of the student.

• East Asian mathematical journal
• /
• 제37권2호
• /
• pp.169-196
• /
• 2021

The purpose of this study was to improve academic achievement and mathematics learning attitudes in the formative assessment using descriptive problems as an effective teaching method. In this paper we set the following research questions. First, how would you improve students' academic achievement utilizing descriptive evaluation? Second, how would improve students' mathematics learning attitudes utilizing descriptive evaluation? Third, what was the reaction utilizing the descriptive method to evaluate? The result of this study could be seen as follows. The experimental group than the control group on academic achievement shows a significant improvement. Second, the experimental group compared to the control group in mathematics learning attitude changes could be helpful and appreciated. Third, experimental group than in the control group indicates significance could be seen in the reaction.

• 한국수학교육학회지시리즈D:수학교육연구
• /
• 제11권3호
• /
• pp.197-207
• /
• 2007

Based on a survey on 1620 students in primary school and secondary school., by adopting Eysenck Personality Questionnaire (EPQ), we got the following findings : 1. There is close relationship between emotionality characteristics of temperament and mathematics academic achievement of the subjects at Grade 5 (Primary 5), Grade 8 (Junior Secondary 2), and Grade 10 (Senior Secondary 2). Also there is close relationship between internal-external directivity characteristics of temperament and mathematics academic achievement at Grade 5 and Grade 8. While there is not close relationship between internal-external directivity characteristics of temperament and mathematics academic achievement at Grade 10; 2. There is close relationship between temperament types and mathematics academic achievement of the subjects from the three grades. Superior temperament, which benefit learning mathematics, are sanguine, sanguine-phlegmatic and phlegmatic; While inferior temperament types, which don't benefit learning mathematics, are choleric, melancholic and choleric-melancholic. With the rising of grade, temperament types of benefiting learning mathematics converts from external directivity emotion balance to balance of internal-external directivity emotion stability. While temperament of no benefiting learning mathematics converts from internal directivity emotion balance to balance of internal-external directivity emotion instability; 3. In mathematics education, students' temperament difference, which affects learning mathematics, should be recognized. Mathematics teachers should find out the best teaching ways, forms and methods which are suitable for student's temperament type, so that the students with different temperament types can gain better mathematics academic achievement.

• 한국수학교육학회지시리즈A:수학교육
• /
• 제57권4호
• /
• pp.393-412
• /
• 2018

Teacher quality is a key factor that determines quality of education. Being aware of this, the Korean government and teachers have been striving to improve teachers' professionalism. Research about the impacts of efforts to enhance teacher professionalism on students' academic achievement and course satisfaction, however, is extremely limited. This study sought to advance our understanding of the relationship between these factors by analyzing what teacher characteristics impact students' achievement and satisfaction. To this end, the study drew on the middle and high school data from 3rd to 6th year survey of the Seoul Educational Longitudinal Study. Structural equational modeling were used as the main approach. Latent profile analysis, a kind of mixture modeling analysis, were used as needed. This study found that teachers' participation in instruction enhancement activity and professional development impact students' attitude toward mathematics lessons and their perception on class atmosphere, and ultimately impact their academic achievement as well as their overall satisfaction in the course. In addition, teachers' use of EBS textbooks and videos impact 3rd grade high schoolers' academic achievement. These findings suggest that effort to improve teacher professionalism positively impact students' academic achievement and course satisfaction, although there is a difference according to the year grade. This study provides implications for education policy makers and teacher educators.

• 한국수학교육학회지시리즈D:수학교육연구
• /
• 제24권3호
• /
• pp.175-199
• /
• 2021

The Science Writing Heuristic (SWH) approach is described as an immersive argument-based science inquiry focusing particularly on learning through epistemic practices. In the literature, several previous studies indicate how academic achievement is positively influenced by the SWH. In addition to these previous studies, several meta-syntheses of qualitative data have been conducted on this particular topic. With these literatures in mind, a quantitative meta-analysis was conducted with ten studies (N = 724) to examine the effectiveness of the SWH on student achievement in Turkey. To present a thoroughly detailed report, this study also examined the following moderators: grade level, subject area, school location, intervention length, and report source. Overall, this study found that in Turkey, the SWH classrooms performed better in academic achievement tests than traditional lecture-based classrooms. Additionally, the SWH is more likely to be effective regardless of grade levels, subject areas, and school locations.

• 한국수학교육학회지시리즈A:수학교육
• /
• 제61권1호
• /
• pp.127-156
• /
• 2022

본 연구는 한국교육종단연구2013의 초등학교 6학년부터 중학교 3학년까지의 학생 데이터들을 활용하여 수학 학업성취도의 종단적인 변화양상에 따른 학업적 자아개념 및 교사와 부모의 학업적 지원이 수학 학업성취도에 미치는 직·간접적인 영향력을 종단적으로 살펴보았다. 분석결과, 그룹별 학업적 자아개념은 수학 학업성취도에 긍정적인 영향력을 미치는 것으로 나타났으며, 교사와 부모의 학업적 지원은 학업적 자아개념을 매개로 하여 수학 학업성취도에 긍정적인 영향력을 미치는 것으로 나타났다. 또한, 학업적 자아개념과 수학 수직척도점수에 미치는 직·간접적인 영향력은 부모의 학업적 지원 보다 교사의 학업적 지원이 더 많은 영향력을 미치는 것으로 나타났다. 이러한 점에 따른 교육적인 함의점을 논의하였다.

• 공학교육연구
• /
• 제15권5호
• /
• 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.