The effect of changes in the difficulty level of concepts by semester and changes in class types on academic achievement by level

• Published in: International Journal of Advanced Culture Technology(IJACT) Vol. 11; no. 3; pp. 211 - 224
• Main Authors: 구민주, 신동선, 박종근
• Format: Journal Article
• Language: English
• Published: 국제문화기술진흥원 30.09.2023
• Subjects: 과학기술학; will of teaching-learning; academic achievement by level; behavior control; difficulty level of content; change in class type
• ISSN: 2288-7202; 2288-7318
• DOI: 10.17703/IJACT.2023.11.3.211

This study surveyed 2nd graders of B high school and 1st graders of A university in Gyeongnam on factors such as behavior control and interaction in non-face-to-face classes, easy or difficult concepts presented in chemistry I and general chemistry textbooks. Based on the results of the survey, the effect of changes in the difficulty level of concepts presented in chemistry I and general chemistry and changes in class types (face-to-face and non-face-to-face) on students' academic achievement by level was compared and analyzed. In the face-to-face class, the average score between the first and second semesters was similar according to the change in the difficulty of the concepts presented in chemistry I and general chemistry. In the non-face-to-face class, the average score of chemistry I in the second semester was quite low, and the average score of general chemistry was rather high. In non-face-to-face classes, the average score of chemistry I in the second semester of low-level students was significantly lowered due to changes in the difficulty of the concept and changes in class types on academic achievement by level. In the case of 10% of students at the lower level, the academic achievement of chemistry I decreased in both the second semester regardless of the changes in the difficulty level of concepts and the changes in class types.