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

• The Mathematical Education
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• v.47 no.1
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• pp.11-25
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• 2008

The characteristics of the pseudo-conceptual or the pseudo-analytical behaviors according to the achievement level(i.e. advanced group, proficient group, basic group, and below-basic group) in grade 9 are as follows. The pseudo-conceptual or pseudo-analytical behaviors to get credit from teachers become conspicuous in lower achievement level. The high achieving students showed more pseudo-conceptual or pseudo-analytical behaviors without undergoing the process of reflection or control. The proficient group was short of control in computation, and the advanced group didn't control well in representation. The proficient group tended to depend on a past successful algorithm and behave habitually. Therefore, it is needed to teach mathematics according to the characteristic of pseudo-conceptual or pseudo-analytic behaviors shown in each achievement level.

• Phonetics and Speech Sciences
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• v.2 no.4
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• pp.3-10
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• 2010

The present study aims to investigate neural activations according to the level of code switching in English proficient bilinguals and to find the relationship between the performance of language switching and proficiency level using ERPs (event-related potentials). First, when comparing high-proficient (HP) with low-proficient (LP) bilingual performance in a native language environment, the activation level of N2 was observed to be higher in the HP group than in the LP group, but only under two conditions: 1) the language switching (between-language) condition known as indexing attention of code switching and 2) the inhibition of current language for L1. Another effect of N400 can be shown in both groups only in the language non-switching (within-language) condition. This effect suggests that both groups completed the semantic acceptability task well in their native language environment without the burden of language switching, irrespective of high or low performance. The latencies of N400 are only about 100ms earlier in the HP group than in the LP group. This difference can be interpreted as facilitation of the given task. These results suggest that HP showed the differential activation in inhibitory system for L1 in switching condition of L1-to-L2 to be contrary to inactivation of inhibitory system for the LP group. Despite the absence of an N400 effect at the given task in both groups, differential latencies between the peaks were attributed to the differences of efficiency in semantic processing.

• Journal of the Korean Chemical Society
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• v.57 no.1
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• pp.127-137
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• 2013

We investigated student's characteristics in each educational achievement level using the results of the NAEA (National Assessment of Educational Achievement) in 2009 and 2010 for Grade 9 students. The analysis of representative items of each educational achievement level revealed that (a) advanced level students could explain the change in phenomena with both the characteristics of matter and the model, (b) proficient level students could explain only simple phenomena with the model, and (c) basic level students did not understand the model and were therefore unable to use it to explain phenomena.

• Journal of The Korean Association For Science Education
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• v.22 no.3
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• pp.525-539
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• 2002

The purpose of the study was to assess science achievement of 11th grade students. Science achievement was assessed in knowledge and inquiry domains. The knowledge domain included three sub-areas including memory, understanding and application. The inquiry domain was divided into four sub-areas involving identifying problems, designing inquiry, data analysis and drawing conclusions. The results indicated that overall science achievement of the 11th grade students who participated in the study was at the proficient level. Regarding the knowledge domain, the achievement in the understanding and application areas was at the proficient level, and the achievement in the memory area was at the basic level. In the inquiry domain, the achievement in all the sub-areas except the identifying problems area which was at the basic level was at the proficient level. There were no gender differences in overall science achievement. However, gender differences were found in all the sub-areas except the application area and varied across the sub-areas. Also, there were significant differences in science achievement among regions.

• Proceedings of the Korean Society of Applied Pharmacology
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• 1994.11a
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• pp.147-172
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• 1994

Aziridinylbenzoquinones such as 3, 6-diaziridinyl-1, 4-benzoquinone (DZQ) and its 2, 5-methyl analog (MeDZQ) require bioreductive activation in order to elicit their anticancer activities. To determine the involvement of DTD in the activation of these drugs, we have used a ligation-mediated polymerase chain reaction to map the intracellular alkylation sites in a sing1e copy gene at the nucleotide level. We have performed this analysis in two human colon carcinoma cells, one proficient (HT-29) and one deficient (BE) in DT-diaphorase (DTD) activity. In the DTD proficient HT-29 cell line, DZQ and MeDZQ were found to alkylate both 5'-(A/T)G(C)-3' and 5'-(A/T)A-3' sequences. This is consistent with the nucleotide preferences observed when DZQ and MeDZQ are activated by purified DTD to reactive metabolites capable of alkylating DNA in vitro [Lee, C. -S., Hartley, J. A., Berardini, M. D., Butler, J., Siegel., D., Ross, D., & Gibson, N. W. (1992) Biochemistry, 31: 3019-3025]. Surprisingly in the DTD-deficient BE cell line a pattern of alkylation induced by DZQ and MeDZQ similar to that observed in the DTD-proficient HT-29 cells was observed. This suggests that reductive enzymes other than DTD can be involved in activating DZQ and MeDZQ to DNA reactive species in vivo.

• Journal of English Language & Literature
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• v.57 no.6
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• pp.1017-1041
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• 2011

This study investigates Korean EFL learners' awareness and use of the English existential there-construction by examining data collected from 54 Korean EFL learners of English by means of a pragmalinguistic judgment task and a controlled discourse completion task. The results of the judgment task reveal that lower proficiency learners rated canonical sentences and existentials with a preposed locative best in the communicative situations where the use of existentials would have been most appropriate. A comparison of the ratings by more proficient learners and native speakers shows that existentials received highest ratings by both groups where they are the most natural option, while canonical sentences received significantly higher ratings by the learners. With regard to the production data, learners tended to avoid existentials, but rather relied on canonical sentences. Existentials were rarely used by lower proficiency learners and not used productively even by more proficient learners in the situations where existentials would have been the most natural option. These results suggest that Korean learners' difficulty with the use of existentials is not merely a product of performance limitations, but attributable to limited knowledge about existentials and their syntactic alternatives in terms of contextual appropriateness. Lower proficiency learners lack such knowledge, and more proficient learners, while showing better awareness of the use of existentials, have problems as to the placement of new information when engaging in writing tasks that place lower level of demands on attention to the information status of noun phrases compared to communicative, oral tasks.

• Asia Pacific Journal of Corpus Research
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• v.2 no.1
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• pp.1-11
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• 2021

Recently, corpus assisted vocabulary instruction has been attracting a lot of interest. Most studies have focused on understanding language learners' receptive vocabulary knowledge. Limited attention has been paid to learners' productive competence. To fill this gap, this study attended to learners' productive lexical development in terms of form, meaning and use respectively. This study introduced EFL learners to the corpus-based language pedagogy to learn COVID-19 theme-based vocabulary. To investigate the gains and views of 33 EFL first-year college students, a sentence completion task and a questionnaire were developed. Learners' productive performances in the three lexical knowledge aspects (i.e., form, meaning and use) were particularly targeted. The results revealed that the students achieved significant gains in all aspects regardless of their proficiency level. In particular, the less proficient students achieved greater knowledge retention compared with their highly proficient counterparts. Meanwhile, students showed positive attitudes towards the corpus-based approach to vocabulary learning.

• International Journal of Computer Science & Network Security
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• v.24 no.4
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• pp.51-59
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• 2024

In this work, we focused on reducing the amount of image data to be sent by extracting and progressively sending prominent image features to high-performance computing systems taking into consideration the right amount of image data required by object identification application. We demonstrate that with our technique called Progressive Object Detection over a Lossless Network using Fragmented DCT Coefficients (Proficient), object identification applications can detect objects with at least 70% combined confidence level by using less than half of the image data.

• Communications of Mathematical Education
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• v.32 no.3
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• pp.435-453
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• 2018

The results analysis of National Assessment of Educational Achievement(NAEA) can provide various implications for teaching and learning in the school field. In this study we analyzed the deviation of NAEA achievement level-based correct-answer rate and the distribution of the responses percentages for three years from 2015 to 2017 focused on multiple-choice items. First we calculated the deviation of correct-answer rate between advanced level and proficient level and between proficient level and basic level, and then we selected the items whose deviation of correct-answer rate is more than the third quartile. We explored what the content areas, behavior areas and achievement standards of each item are and what the achievement standards and characteristics of these questions are. Based on the results of the analysis, we intended to derive implications for appropriate teaching-learning methods at each achievement-level.