학술저널
The purpose of this study is to examine how academic achievement in college math courses differ depending on when the course takes place. As a result, based on years of data analyses on students academic achievement, it was affirmed that achievement levels differ due to environmental factors despite the diverse efforts of instructors and students. By further analyzing the causes of these differences, this study suggests solutions for improving the different academic achievement levels.
I. 서 론
II. 이론적 배경
III. 연구의 방법
IV. 연구결과
V. 논의 및 결론
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