수학과 교육과정 성취기준에 대한 중학생의 숙달도 분석

Objectives The purpose of this study is to classify the latent groups according to the learning motivation of Korean language and mathematics of middle and high school students, and to analyze the differences in academic achievement, distance learning experiences and satisfaction in 2020 by learning motive groups.
 Methods The subject of analysis is the data of 10,653 middle school students and 10,528 high school students responding to the ｢2020 National Assessment of Educational Achievement｣ of Korea Institute for Curriculum and Evaluation. For data processing, frequency analysis, factor analysis, and reliability analysis were performed using SPSS and Jamovi programs, the latent groups according to the Korean language and math learning motivation were extracted using the Mplus program, and the characteristics of each latent group were analyzed.
 Results The learning motivation groups of middle and high school students were identified as upper, middle, and lower 3 groups in Korean, and upper, middle-high, middle-low, and lower 4 groups in mathematics. As a result of examining the characteristics of each group, the group with high motivation for Korean and math had good Korean and math achievement. Looking at the changes in school level, Korean learning motivation gradually increased, but Korean language achievement decreased, and math learning motivation gradually decreased, but achievement tended to increase. As a result of examining the environmental differences in distance learning experienced in 2020 by the learning motivation group, the group with high Korean and math learning motivation was found to have the least negative influence of distance learning, suggesting the possibility of a learning gap. In addition, there was a difference in satisfaction with distance learning according to the level of motivation, and lower satisfaction with feedback and communication was shown compared to other items.
 Conclusions Middle and high school students' motivation for Korean and mathematics and academic achievement are closely related, suggesting the development of convergence classes between subjects. In addition, the group with high learning motivation appears to be the group that minimizes the unfavorable influence of distance learning, requiring the establishment of strategies to improve learners' learning motivation for each subject.

This third volume of the National Assessment of Educational Achievement series focuses on state-of-the-art procedures that need to be followed in order to ensure that the data (such as test scores and background information) produced by a large scale national assessment exercise are of high quality and address the concerns of policy makers, decision makers, and other stakeholders in the education system. Measuring student learning outcomes is necessary for monitoring a school system's success and for improving education quality. Student achievement information can be used to inform a wide variety of education policies and decisions, including the design and implementation of programs to improve teaching and learning in classrooms, the identification of lagging students so that they can get the support they need, and the provision of appropriate technical assistance and training where it is most needed. This volume in the national assessments of educational achievement series, it should become evident that the successful implementation of a national assessment exercise is a complex task that requires considerable knowledge, skill, and resources.

This study aims to analyze the management of sharia-based teaching and learning activities at SD KUTTAB Imam Syafi’i Brebes, including the processes of planning, implementation, and evaluation of learning, as well as the application of sharia values in daily classroom activities. This research employed a quantitative approach, with data collected through observation, documentation, and questionnaires distributed to relevant parties. The data were analyzed descriptively to provide an objective overview of the implementation of sharia-based learning management at the school.The results indicate that the management of teaching and learning activities at SD KUTTAB Imam Syafi’i Brebes has systematically implemented the main management functions, namely planning, implementation, and evaluation. The learning process integrates sharia values such as honesty, discipline, responsibility, trustworthiness (amanah), habituation of worship practices, and the principle of adab before knowledge. Evaluation is conducted not only on academic achievement but also on students’ attitudes and character development. Although several challenges were identified, such as differences in student characteristics and time limitations, the school has addressed them through effective coordination, time management, and administrative improvements.In conclusion, the sharia-based learning management at SD KUTTAB Imam Syafi’i Brebes has been effectively implemented and supports the achievement of educational goals that emphasize not only academic excellence but also the development of Islamic character among students.

T his study sought to investigate EFL faculty members’ perceptions, competencies, current practice and preparation in integrating information and communication technology (ICT) tools in their teaching and learning activities in relation to different variables (gender, age, teaching experience, academic level differences, training); as well as barriers that prevent them from making effective use of such tools. A total of one hundred and seventy two EFL faculty members from 14 public universities in Egypt participated in this study. They completed a five-point Likert scale questionnaire that was later analyzed using quantitative methods. Subsequently, follow-up interviews were conducted with 12respondents. Overall, the results revealed that while EFL staff members had positive perceptions of the usefulness of ICT tools in language teaching and learning and they are familiar with ICT use mostly in their personal lives and, to a lesser degree, in teaching practices, they were less likely to integrate them into their language teaching. Findings suggested continuous professional training should be seen as a main solution in assisting staff members strengthens their ICT skills and encouraging them to keep up to date with recent technologies in ELT.

An analysis of English writing achievement characteristics of middle-school students: Focusing on the response to constructed-response items of the 2015 National Assessment of Educational Achievement (NAEA)

Learning strategies are important catalysts of students’ learning. Research has shown that students with effective learning strategies are more likely to have better academic achievement. This study aimed to investigate students’ adoption of learning strategies in different course implementations, the transfer of learning strategies between courses and relationship to performance. We took advantage of recent advances in learning analytics methods, namely sequence and process mining as well as statistical methods and visualisations to study how students regulate their online learning through learning strategies. The study included 81,739 log traces of students’ learning related activities from two different problem-based learning medical courses. The results revealed that students who applied deep learning strategies were more likely to score high grades, and students who applied surface learning strategies were more likely to score lower grades in either course. More importantly, students who were able to transfer deep learning strategies or continue to use effective strategies between courses obtained higher scores, and were less likely to adopt surface strategies in the subsequent course. These results highlight the need for supporting the development of effective learning strategies in problem-based learning curricula so that students adopt and transfer effective strategies as they advance through the programme. Implications for practice or policy: Teachers need to help students develop and transfer deep learning as they are directly related to success. Students who continue to use light strategies are more at risk of low achievement and need to be supported. Technology-supported problem-based learning requires more active scaffolding and teachers’ support beyond “guide on the side” as in face-to-face.

Generation Psy: Student characteristics and academic achievement in a three-year problem-based learning bachelor program

본고에서는 국가 수준의 평가(대학수학능력시험, 수능 모의평가, 국가수준 학업성취도 평가)를 대상으로 어문 규범 관련 문항을 추출하여 이를 분석하고, 분석 결과를 바탕으로 국어 어문 규범 교수ㆍ학습 방안에 대하여 논의하였다.BR 1. 국가 수준 평가에서 어문 규범 관련 문항은 20여 년 동안 수능, 모의수능, 학업성취도 평가에서 총 3084개 문항에서 34개 문항만이 출제되었다. 수능에서 11개 문항, 모의수능에서 17개 문항, 학업성취도 평가에서 6개 문항이 출제되었다. 이 34개 어문 규범 관련 문항에서 26개가 한글 맞춤법 관련 문항이고, 8개가 표준어 규정 관련 문항이다. 특기할 점은 외래어 표기법과 로마자 표기법 관련 문항이 한 문항도 출제되지 않았다는 것이다.BR 2. 한글 맞춤법에서는 고쳐 쓰기에 결합된 문항이 가장 많이 출제되었고, 단독으로는 합성어나 접사 등을 포함하는 ‘제4장 형태에 관한 것’이 4.5개로 가장 많이 출제되었다. 다음으로 한글 맞춤법 총칙과 관련된 것이 3개 출제되었다. 표준어 규정에서는 8개 문항 중 5개가 표준 발음법과 관련된 문항이다.BR 3. 어문 규범 관련 문항 분석 결과를 바탕으로 학교 현장에서의 어문 규범 교육에 대한 교수ㆍ학습 방안으로 4단계의 단계별 교수ㆍ학습 방안을 제안하였다. 곧 ‘단계 1 어문 규범 ‘총론’에 대한 원리 중심의 연계 교수’, ‘단계 2 원리 학습기반의 탐구 중심 교수’, ‘단계 3 실제 언어 자료를 활용한 보기/자료/답지 등의 상호관련성 해석 중심의 교수’, ‘단계 4 혼동 어휘 중심의 교수’가 그것이다. 어문 규범 관련 문항 분석 결과 탐구의 과정이 배제된 채 결과의 내용을 추론하는 형태의 문항이 다수 발견되었다. 이에 대한 해결책으로 원리 학습을 기반으로 한 탐구적 사고 과정을 증진시킬 수 있는 탐구 중심의 교수법을 제안하였다. 또한 현실에서 사용되는 실제 언어 자료들을 ‘보기’의 대상으로 제시하고 이 자료의 정확한 해석과 그와 관련되는 언어 자료를 적용시키는 학습이 유용하다고 제안하였다. 끝으로 혼동하기 쉬운 어휘들을 중심으로 학습할 것을 주장하였다.

National Assessment of Educational Achievement(NAEA) is important standard reference to become the basic data for confirming the effect of the curriculum administrated and the educational policies put in force presently and preparing the new curriculum and educational policies. In this paper, we looked into the mean and standard deviation of the calibrated score of whole group and male/female students, the correct answer ratio of each performance level and the correct answer ratio of each content domain, etc. in the results of NAEA at 6th elementary school. The analytic objects are 2010 and 2011 NAEA that are changed into complete enumeration survey and the standard reference prepared on the basis of the new calibrated score is applied to. And we analysed and compared correct answer ratio of the each content domain and each item to conform the difference between male and female students. On the basis of the these informations, we investigated that here is what kind of characteristics and trends to the whole group and what kind of suggestions to the teaching-learning. And we were going to provide the information of the needs to understand which content of mathematics is needed and which thinking methods are needed.

A fully online learning environment requires support procedures in order to promote pro-active learning. This paper presents the causal relationships between student's characteristics, note-taking skills, learning experience, note assessment and test scores. A structural equation modeling technique is used to trace student's learning activity as note-taking occurs. The results of this modeling technique suggest that key factors and their contributions to course performance can be measured. Also, the factors which contribute to note-taking activity were examined.

Abstract
 The learning strategy/method is the most important part in the implementation of teaching and learning activities. Teaching and learning activities for children with special needs certainly have special handling. For students with autism or autistic students, teaching and learning activities emphasize visual learning methods. Learning strategies can be determined based on various aspects such as methods, media, implementation leaarning and teaching processes, learning materials, and most importantly good cooperation between schools, teachers and parents is needed to create effective online teaching and learning activities for autistic students. During the COVID-19 pandemic, the learning strategy followed the policy set by the government, namely distance learning with an online system. This study uses a qualitative descriptive research method with data collection methods through interview techniques with resource persons, namely the principal and teachers of class XII autistic students and observations made by observing the implementation of teaching and learning activities. This study aims to identify challenges and obstacles in the implementation of online teaching and learning activities during the pandemic for autistic students and to describe strategies/methods for implementing learning for autistic students during the pandemic at SLB Dharma Bakti Patianrowo. Visual learning strategies/methods are maintained as well as adapting the character of autistic students and the role of parents is very much needed in online teaching and learning activities during the pandemic. This is due to the conditions and characteristics of autistic students who have not been able to carry out their own teaching and learning activities without assistance.

The article addresses issues related to motivation and its significance for the use of learning outcomes by students of academic lyceums specializing in the natural sciences. It identifies a number of factors that influence the actualization of motives and their role in students’ educational activity. It is noted that the education of gifted students in academic lyceums is closely linked to the need to apply learning outcomes through the activation of socio-economic motives. The content of the article highlights motivation as an effective means of leveraging students’ academic achievements – particularly those of learners who possess a well-formed system of academic knowledge and are capable of creatively applying it in practical activities. Special attention is paid to social and economic motives that are especially significant for students pursuing a natural-science educational track. The author emphasizes the importance of motivation and its dependence on general and specific educational goals, individual characteristics of older school-age students, the level of their intellectual development and cognitive abilities, readiness to master knowledge of increased complexity, and motivation to apply this knowledge in practice. In examining socio-economic motives for the use of learning outcomes, the author identifies key components of the educational process, noting that the orientation of a teacher’s actions is largely determined by the aspiration and urgent need to enhance students’ motivation to use the results of their learning. Thus, motivation is viewed as a leading factor in regulating an individual’s activity, behavior, and performance, and as a phenomenon of exceptional relevance. In the context of ongoing transformations in Ukrainian education, motivation for learning activities becomes one of the priority issues. This, in turn, necessitates new approaches to organizing the education of academic lyceum students – particularly the development of effective social and economic motivation that stimulates the practical use of learning outcomes. In conclusion, the author argues that not only a high level of knowledge is important, but also the motives that guide the use of this knowledge in students’ activities. Learners should be able to perceive the results of their work as meaningful in various life situations; at the same time, motivation is a necessary condition for achieving set goals and socially significant outcomes.

This article considers the affordances of social networking theories and tools to build new and effective e-learning practices. We argue that “connectivism” (social networking applied to learning and knowledge contexts) can lead to a reconceptualization of learning in which formal, nonformal, and informal learning can be integrated as to build potentially lifelong learning activities to be experienced in “personal learning environments.” In order to provide a guide in the design, development, and improvement both of personal learning environments and in the related learning activities, we provide a knowledge flow model highlighting the stages of learning and the related enabling conditions. The derived model is applied in a possible scenario of formal learning in order to show how the learning process can be designed according to the presented theory.

To understand the manifestations of gender disparity in academic achievement between boys and girls, we conducted the Namibian boys’ underachievement in education study. In this article we present data from this study on secondary school learners’ understanding of the disparity. Using a pragmatic parallel mixed methods research design, systematic and criterion sampling techniques, we collected data by administering structured questionnaires to 4659 learners. We also conducted focus group discussions with purposefully selected learners. Some boys performed worse than girls and under-participated in education because they withdrew from learning activities, believed they could do without education, they were not interested in education, dropped out of school and did not actively participate in learning activities. Several parents undermined their sons’ educational achievement during socialization by giving them too much freedom to roam while strictly controlling the behaviour of their daughters; allowing their sons to abuse alcohol and drugs; not giving their sons responsibilities at home; not being concerned of their sons’ education, misconduct, and welfare. We have recommended that schools should establish boys’ academic intrinsic achievement motivation programmes by addressing their dysfunctional motivational attitudes, beliefs, and behaviours. Such programmes should also attend to the boys’ adverse external motivational factors such as negative peer pressure and lack of supportive family and community environments.

The non-linear relationships between ICT use and academic achievement of secondary students in Hong Kong