Sang-yun Kim, Kyoeng-Ran Lee, Namgwon Back, Jong-ho Park
{"title":"Effects on Individually Tailored Teaching According to Types of Under-achievement in Science","authors":"Sang-yun Kim, Kyoeng-Ran Lee, Namgwon Back, Jong-ho Park","doi":"10.14697/JKASE.2015.35.5.0907","DOIUrl":null,"url":null,"abstract":"Response to Intervention (RTI), which is focused on the gap between pre-interventions and post-interventions, provides an effective intervention program. This study takes under-achievement factors into consideration to determine the overall characteristics of underachievers. The under-achievement factors include cognitive learning factors, affective factors, and environmental factors. This study conducted curriculum-based assessments, achievement tests, and assessments on attitudes toward science and science learning motivation to verify the effects of individually tailored teaching according to the types of under-achievement in science. The experimental group was composed of six students in fourth grade, and the comparison group had 23 students. The findings of the study were as follows. First, the performance and progress of underachievers in the first-stage showed little progress and did not reach grade-level performance. Second, the underachievers in the second-stage greatly improved. In particular, the average of eight sessions in the second-step demonstrated performance beyond that of the regular child. Third, individually tailored teaching according to the types of under-achievement in science positively affected attitudes toward science and science learning motivation. This study will contribute to the improvement of the underachiever by applying individually tailored teaching according to the types of under-achievement in science.","PeriodicalId":107400,"journal":{"name":"Journal of the Korean Association for Research in Science Education","volume":null,"pages":null},"PeriodicalIF":0.0000,"publicationDate":"2015-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of the Korean Association for Research in Science Education","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.14697/JKASE.2015.35.5.0907","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
引用次数: 0
Abstract
Response to Intervention (RTI), which is focused on the gap between pre-interventions and post-interventions, provides an effective intervention program. This study takes under-achievement factors into consideration to determine the overall characteristics of underachievers. The under-achievement factors include cognitive learning factors, affective factors, and environmental factors. This study conducted curriculum-based assessments, achievement tests, and assessments on attitudes toward science and science learning motivation to verify the effects of individually tailored teaching according to the types of under-achievement in science. The experimental group was composed of six students in fourth grade, and the comparison group had 23 students. The findings of the study were as follows. First, the performance and progress of underachievers in the first-stage showed little progress and did not reach grade-level performance. Second, the underachievers in the second-stage greatly improved. In particular, the average of eight sessions in the second-step demonstrated performance beyond that of the regular child. Third, individually tailored teaching according to the types of under-achievement in science positively affected attitudes toward science and science learning motivation. This study will contribute to the improvement of the underachiever by applying individually tailored teaching according to the types of under-achievement in science.
干预反应(Response to Intervention, RTI)提供了一种有效的干预方案,它关注的是干预前和干预后之间的差距。本研究将不良成就因素考虑在内,以确定不良成就者的整体特征。不良成就因素包括认知学习因素、情感因素和环境因素。本研究通过课程评估、成绩测试、科学态度和科学学习动机评估来验证根据不同类型的学生进行个性化教学的效果。实验组由6名四年级学生组成,对照组有23名学生。研究结果如下。第一,后进生在第一阶段的表现和进步不大,没有达到年级水平。其次,第二阶段的后进生有了很大的提高。特别是,在第二阶段的平均8次会议中,表现出比普通儿童更好的表现。第三,根据不同类型的学生进行个性化教学对学生的科学态度和科学学习动机有积极的影响。本研究将根据不同的科学低能学生类型,采用针对性的教学方法,促进低能学生的发展。