원문정보
초록
영어
We analyzed and compared factors such as changes in the degree of difficulty of concepts presented in Chemistry I textbook, changes in class types (non-face-to-face, face-to-face), etc. on academic achievement by level (upper, middle, and lower). Students from A high school in Gyeongsangnam-do were selected for the subjects of the study. As a result of analyzing the change in the degree of difficulty of concepts, the total score of chemistry I combined by non-face-to-face and face-to-face classes during the second semester was lower than that of the first semester. As a result of analyzing the impact of factors such as changes in conceptual difficulty, changes in class types, etc. on academic achievement by level, students' grades at the ‘lower level’ by non-face-to-face classes were lower than those by face-to-face classes. In particular, at the lower level of the second semester, there was a large difference in grades between non-face-to-face and face-to-face classes. In the results of these studies, it was found that instructors' active feedback is important to identify difficulties in understanding learning contents for students with low levels of academic achievement and improve them at the same time.
목차
1. Introduction
2. Research Methods
2.1 Object of Study
2.2 Class Contents and Evaluation Contents
2.3 Research Questions
3. Results and Discussion
3.1 The Effect of Factors Such as Change in Concept Difficulty, Change in Class Type, etc. on Academic Achievement for Each Semester
3.2 For Each Semester, the Effect of Factors Such as Changes in the Difficulty Level of Concepts Presented in the Unit of Chemistry I, Changes in Class Types, etc. on the Highest and Lowest Scores
3.3 For Each Semester, the Effect of Factors Such as Changes in the Difficulty Level of Concepts Presented in the Unit of Chemistry I, Changes in Class Types, etc. on the Level of Academic Achievement
4. Conclusion
REFERENCES