Analysis of High School Students’ Mathematics Academic Achievement Characteristic Appeared in the 2015-2018 National Assessment of Educational Achievement

Abstract

The p ur p ose of this study is to extract im p lications related to teaching and learning through the analysis of academic achievement characteristics in high school mathematics a pp lied to the 2009 revised curriculum in the NAEA . To this end , we analyzed the achievement standard mastery p resented in the curriculum by achievement level by analyzing the NAEA items of high school from 2015 to 2018 according to the 2009 revised curriculum . As a result of the analysis , it was found that ‘ Basic level ’ student in the achievement standards for equations , inequalities , equations of equations , functions , ex p onents and logarithmic domains was unskilled . In p articular , in the case of the function area , there is no achievement standard that students of ‘ Proficient level ’ have mastered , so it is necessary to review the a pp ro p riateness of the achievement standard in the function area and the learning elements and hierarchies . In addition , ‘ Proficient level ’ a pp ear to have difficulties in the case of questions that combine several learning elements with more or less com p lexity , so im p rovement of teaching and learning are required . The analysis related to the academic achievement characteristics of high school mathematics in the 2009 revised curriculum is ex p ected to p rovide im p ortant im p lications for the future revision of the curriculum and the teaching and learning method of high school mathematics in the current curriculum .