• Journal of the Korean Home Economics Association
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• v.30 no.1
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• pp.219-235
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• 1992

This study attempted to examine a theoretical framework which synthesizes risk attitude, type of investment management and investment behavior and to provide the specific investment strategy by analysing several variables which have effect upon the investment behavior. The results of this research were as follow : 1. Risk attitude had significant differences by the variabels such as age, sex, education, income and debt/asset ratio. Also the type of investment management was influenced significantly by the variables such as age, education, occupation, income, total asset, debt/asset ratio, achievement motivation and risk attitude. The ratio of risky asset holdings was affected by the variabels such as age, education, occupation, housing ownership, income, total asset, debt/asset ratio, achievement motivation, risk attitude and type of investment management. 2. Among several variables affecting the ratio of risky asset holding risk attitude, education, type of investment management, debt/asset ratio and achievement motivation had direct effect on it. Besides age had indirect effect through risk attitude and age, achievement motivation and risk attitude had indirect effect through the type of investment management. 3. The results of this study showed that causal relation between input, throughput and output can be applied to household's investment behavior and the concept of risk or risk attitude can be applied to other fields except household's investment. Also it could be attributed to provide the investment strategy for improving level of household's financial well-being.

• Journal of Science Education
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• v.36 no.2
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• pp.394-407
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• 2012

This study analyzed the result of the National Assessment of Educational Achievement (NAEA) in a Grade 9 Science class. The study first found that the ratio of below basic achievement was 8.1 percent. This means that a large number of middle school students have not reached basic scientific literacy. Second, the ratio of male students in the below basic level was 10.4 percent, which was double the ratio of female students at 5.5 percent. Third, according to the analysis of achievement by gender, female students outperformed male students. In addition, the female students' standard deviation was smaller than that of the male students, and their scaled scores were distributed nearer the average than that of the male students. Furthermore, analysis of achievement by content domains indicated that females outperformed in all content domains including motion and energy, materials, life, and earth sciences. Showing a similar tendency in the behavior domains, females outperformed males in all behavior domains except the understanding domain. Last, for achievement by living area, students living in the middle and small cities showed the highest scaled score, 196.81. Whereas the average scaled score of the students living in the big cities was 196.15; that of the students living in rural areas was 194.86. With respect to the standard deviation, big cities had the largest, 33.73. That of middle and small cities was 33.70, and of rural areas was 32.92. Although students in cities showed higher achievement in science compared to students in rural areas, they had a bigger gap in academic achievement.

• Journal of Korean Society on Water Environment
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• v.28 no.6
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• pp.859-865
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• 2012

It is necessary to evaluate performances hitherto carried out in the management of Total Maximum Daily Loads (TMDLs) and to set up direction so that this system can be improved continuously in the future. This study was investigated load allocation achievement ratio, water quality goal achievement ratio and interrelation between water quality goal and load allocation for the first period (2004~2010). Load allocation achievement and BOD water quality goal achievement ratio were 50% and 73% in Guem River Basin, respectively. The main reason for excess of load allocation and shortfall of water quality goal were unfulfilled reduction plan and pollution sources increment. Therefore, it is necessary to develop enhanced pollution sources prediction method and make a list realizable reduction plan. 63% of the unit watershed was not interrelation between water quality goal and load allocation. The reason why water quality goal and load allocation had not correlation were water quality of upper unit watershed, increment of inflow quantity, effluent water quality of wastewater treatment plant affected the unit watershed, increment of inner productivity by algae, water quality deterioration during the specific period, river management flow, etc.

• International Journal of Advanced Culture Technology
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• v.11 no.1
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• pp.376-388
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• 2023

After a longitudinal analysis of the data on the college entrance examination of students enrolled in the Department of Chemistry Education at Gyeongnam from 2014 to 2021, the effect on the academic achievement of general chemistry according to the type of college entrance examination was studied. And the impact on the academic achievement of general chemistry according to the type of admission screening in face-to-face and non-face-to-face teaching-learning was also studied. As a result of analyzing the academic achievement of general chemistry by admission process, students admitted through occasional screening showed relatively high grades of A and B at 88.7%, and the ratio of grades of 1~3 of chemistry I in high school was high. On the other hand, in the case of students admitted through regular admission, the ratio of grades of A and B in general chemistry was very high at 94.3%, and the ratio of grades of 3~4 in chemistry I of the College Scholastic Ability Test was high. As a result of analyzing the academic achievement of general chemistry by class type and admission process, it was found that the grades of chemistry I by face-to-face classes had an effect on the academic achievement of general chemistry in non-face-to-face classes. In both admissions, the academic achievement of general chemistry by face-to-face classes was relatively higher than that of non-face-to-face-to-face classes.

• Journal of the Korean Chemical Society
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• v.65 no.1
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• pp.25-36
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• 2021

This study aimed to analyze achievement characteristics of Korean students in the results of PISA 2018 science domain. To this end, the characteristics of PISA 2009 to PISA 2018 science were analyzed in terms of the percentage of each performance level and the ratio of male and female by achievement level; in addition, the percentage of correct answers by framework subscale was compared with PISA 2015. The results showed that Korea has a higher percentage of students at the lower level of achievement as compared to the high-ranking countries of PISA, and the ratio of students at the higher level of achievement was lower. On average, the difference in achievement between boys and girls was negligible; however, but at the higher achievement level, the ratio of boys continued to be higher than that of girls. In addition, in the PISA science framework, the percentage of correct answers of the questions corresponding to 'personal' of 'contexts', 'evaluate and design scientific enquiry' of 'competencies', 'epistemic' of 'knowledge', and 'high' of 'cognitive demand' increased; similarly, and achievement improved as compared to PISA 2015. Based on these results of the study, we propose a method for improving teaching and evaluation to foster Korean students' scientific competence.

• Journal for History of Mathematics
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• v.23 no.4
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• pp.59-82
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• 2010

The Purpose of this study is to draw a few lessons for the effective teaching and learning throughout a comparative analysis on the results of the educational achievement on Mathematics of the primary and secondary school students. The primary sources for this research are based on the results of the six-times national level tests performed annually by all level students from 2003 to 2008. In order to achieve this goal, I, firstly, extract the lowest content area in terms of the annual average of the right answer ratio after examining the ratio of right answers to each math problem by classifying all multiple-choice questions of the educational achievement tests from 2003 to 2008 into the relevant content areas. Next, the characteristics of the content area which distinguish the lowest right answer ratio are qualitatively analyzed. Lastly, information on the content area which the school students of all classes feel very difficult to solve is provided via reckoning the average right answer ratio per each content area against all math questions at the last six-times of the national level tests.

• School Mathematics
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• v.15 no.1
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• pp.179-199
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• 2013

In this study we grasp what contents in the mathematics curriculum the students of multicultural and North Korean migrant families are vulnerable to and we would like to provide the bases to devise the appropriate teaching and learning methods for them. In order to this work we used the results of 2011 National Assessment Educational Achievement. We categorized students from multicultural and North Korean migrant families into children from international marriage family (born in country or immigrated), foreign family, and North Korean migrant family and compared each category with the whole students. First, for each school class we analyzed characteristics of academic achievement by ratio of achievement level, means of calibrated score, and percentages of correct answers in NAEA, mean percentages of correct answers by content domains, and percentages of correct answers by items. In addition to these we analysed items qualitatively and investigated study conditions in which the students of multicultural and North Korean migrant families have difficult times. In every subgroup the more ratio of advanced level decreases and ratio of below basic level increases the more school classes go up. Also these phenomena appear differently by each group and by content domain. For this reason by group, the supporting on learning will be needed.

• Education of Primary School Mathematics
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• v.15 no.3
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• pp.177-187
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• 2012

The purpose of this study was to analysis the gender differences in the academic achievement and the difference of academic achievement by the residential area in elementary school. Common phenomenon was observed in the result of the differences between male and female students' academic achievement and the ratio of achievement level. Female students' score was higher in 3rd grade elementary school but in 4th and 5the grade this phenomenon was gradually weakened. The following are the results of analysis of elementary school students' mathematics academic achievement in three areas(big city, small city and rural area). In the result was proved that the problem of the gap between the urban and rural areas has continued in the 21st century.

• Journal of Digital Convergence
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• v.16 no.12
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• pp.153-162
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• 2018

This paper analyzed the current level of the middle school academic achievement in Changwon City and explored the ways for improving academic achievement of the middle school in Changwon City. The data used in the analysis were the results of National Assessment of Educational Achievement of middle school students from 2013 to 2016 which was released on the school's information website(www.schoolinfo.go.kr) First, the analysis found that the academic achievement level of the middle school in Changwon City was not higher than those of Gwangju, Daejeon, and Ulsan, where the population size is similar. Second, the level of academic achievement among middle schools in Changwon City differed by year. Third, the level of academic achievement of middle school in Changwon City differed by district. Fourth, the educational achievement gap among middle schools in Changwon City existed by public and private school, as well as by male school, female school, and male and female Middle School. The paper suggested that schools with low ratio of proficient and above achievement levels should look for ways to raise the percentage of proficient and above achievement levels, and schools with higher rates of below basic achievement should make efforts to solve the problem.

• Journal of Educational Research in Mathematics
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• v.18 no.2
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• pp.179-200
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• 2008

In this paper, we analyzed the characteristics of the gender difference with the results of National Assessment of Educational Achievement(NAEA) from 2004 to 2006, which subjects are 3rd, 9th and 10th graders. First, we analyzed the characteristics of the achievement by the scale scores, according to years, achievement standards, grades. Second, we surveyed the number of items and ratio which male/female prevails and its characteristics according to grades, difference levels, content areas(i.e., numbers and operations, figures, measurement, probability and statistics, letters and formulas, patterns and function). Furthermore, we perform in-depth analysis of the items which gender difference in correct response proportion is more than 7% and analyze the cause of gender difference of achievement. This paper provides large valid data about gender difference by the results of NAEA. It can give suggestions with regard to policy making.