• Asia-pacific Journal of Multimedia Services Convergent with Art, Humanities, and Sociology
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• v.6 no.5
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• pp.135-142
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• 2016

This study aimed to identify the correlation between internal/external motive, academic failure (emotion, behavior, task preference), depression (depressive emotion, behavioral disorder, loss of interest, self-degradation and physiological symptom), and academic efficacy of elementary school students with underachievement basic learning, and discover the influential variables on internal/external motive, targeting 56 elementary school students with underachievement in third and fifth grade of 10 elementary schools in G metropolitan city. The research conducted T-test to figure out the difference between the children with underachievement by year and carried out theregression analysis to identify the predictors of self-determination motives. First, there was a difference between the third and fifth graders in terms of the external motives. Second, the influential variables for external motives of children with underachievement included depressive emotion, loss of interest and physiological symptom. Therefore, as more third graders with underachievement study under the external motives compared to the fifth graders, it is concluded necessary to adopt a program to reduce the variables for depression that influence the external motives.

• Journal of the Korea Society of Computer and Information
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• v.17 no.11
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• pp.207-214
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• 2012

This study tried to propose an optimal instruction-learning model for the cyber home learning system2.0 through grounded theory. In-depth interviews were conducted to investigate causes of underachievement and the causes were categorized according to common concepts. A total of 25 causes of underachievement could be grouped into four categories and eight sub-categories, as a result. Underachievers, then, participated in the lessons utilizing the cyber home learning system2.0 and their cognitive change process about learning was analyzed from reflectional journals and in-depth interviews with a teacher. It was found that underachievers were participated in learning by passing through 5 processes; adaptation to the cyber home learning system2.0, basic knowledge learning, task implementing, rounds of group discussions, feedbacks and evaluation. Based on analysis of these five processes, this study proposed a conditional matrix for the cyber home learning system 2.0 as the most personalized model for underachieving students.

• Communications of Mathematical Education
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• v.37 no.4
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• pp.615-633
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• 2023

This study analyzed Korean studies up to August 2023 to suggest the direction of future research on basic academic abilities in mathematics. For this purpose, frequency analysis and LDA-based topic modeling were conducted on the Korean abstracts of 197 domestic studies. The results showed that, first, 'academic achievement', 'impact', 'effect', and 'factors' were all ranked at the top of the TFs and TF-IDFs. Second, as a result of LDA-based topic modeling, five topics were identified: causes of basic academic abilities deficiency, learning status of math underachievers, teacher expertise in teaching math underachievers, supporting programs for math underachievers, and results of National Assessment of Educational Achievement. As a direction for future research, this study suggests focusing on the growth of math underachievers, systematizing the programs provided to students who need learning support in mathematics, and developing teacher expertise in teaching math underachievers.

• Journal of The Korean Association For Science Education
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• v.34 no.5
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• pp.421-436
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• 2014

The purposes of this study were to develop the customized instructional programs by the causes of science underachievement and to identify the effectiveness of these programs. For these, we analyzed the characteristics of underachievers and causes of science underachievement and classified 22 7th grade science underachievers into three different types such as lack of science process skill, lack of science learning motivation, and lack of science learning strategy. They then were divided into the experimental and comparative groups. Instructional programs treated for both groups covered the same topics and were conducted once a week for 60 minutes each time for 15 weeks. Eleven students in the comparative group were treated with an activity-centered science program that dealt with basic science concepts. Unlike science underachievers in the comparative group, those in the experimental group were given customized instructional program. After the treatment, students were administered several tests including a test on awareness of the program, science process skill test, science learning motivation and strategy test, and academic science achievement test. In addition to the results of those tests, worksheets, daily activity reports, and interviews were used to evaluate a customized instructional program that was applied to the experimental group. Results of the study showed that these programs relieved science underachievers from the cause of poor achievement and accordingly help them achieve better performance in academics. In addition, both lack of learning motivation and lack of learning strategy types tended to relieve the other causes of science underachievement. Also, the experimental group showed a high level of satisfaction with the customized instructional programs.