Purpose: The purpose of this paper is to determine potential identifiers of students’ academic success in
foundation mathematics course by analyzing the data logs of an intelligent tutor.
Design/ methodology/approach: A cross-sectional study design was used. A sample of 58 records was
extracted from the data-logs of the intelligent tutor, ALEKS. This data was triangulated with the data
collected from surveys. Two-step clustering, correlation and regression analysis, Chi-square analysis and
paired sample t-tests were applied to address the research questions.
Findings: The data-logs of ALEKS include information about number of topics practiced and number of
topics mastered by each student. Prior knowledge and derived attribute, which is the ratio of number of
topics mastered to number of topics practiced(denoted by the variable m top in this paper) are found to be
predictors of final marks in the foundation mathematics course with
= 42%.
Students were asked to report their preferred way of selecting topics as either sequential or random.
Results of paired sample t-test demonstrated that the students who selected topics in a sequential manner
were able to retain their mastery of learning after the summative assessment whereas the students who
chose topics randomly were not able to retain their mastery of learning.
Originality and value: This research has established three indicators of academic success in the course of
foundation mathematics which is delivered using the intelligent tutor ALEKS. Instructors can monitor
students’ progress and detect students at-risk who are not able to attain desired pace of learning and guide
them to choose the correct sequence of topics.
Improving E-Learning by Integrating a Metacognitive Agent IJECEIAES
The major disadvantage of the current Learning Management Systems is the lack of learner assistance in their learning processes and, therefore, they can not replace the presence of the teacher who ensures the progress of learning. In fact, we proposed to integrate, for each learner, a metacognitive agent that supported the metacognitive assistance and extracts the defectsin the learning process and strategies. The goal is to invite the learner to correct himself and improve his learning method. Metacognitive questionnaires were distributed to a group of 100 students before, during and after a computer course. The goal is to evaluatethe metacognitive attributes and to determine their influence on the success of learning. Decision trees were used as data analysis tools to extract a set of rules and to discover the influence of these metacognitive attributes on the result obtained by the learners. The results indicate that there are relationships between the different metacognitive attributes and the learners’ success. We note there is the influence of metacognitive incitement on learner outcomes, which reflects the degree of understanding of a learning pedagogical unit by the learner.
International Journal of Engineering Research and DevelopmentIJERD Editor
Electrical, Electronics and Computer Engineering,
Information Engineering and Technology,
Mechanical, Industrial and Manufacturing Engineering,
Automation and Mechatronics Engineering,
Material and Chemical Engineering,
Civil and Architecture Engineering,
Biotechnology and Bio Engineering,
Environmental Engineering,
Petroleum and Mining Engineering,
Marine and Agriculture engineering,
Aerospace Engineering.
A Development of Students’ Worksheet Based on Contextual Teaching and LearningIOSRJM
This research is aimed at developing the students’ worksheet to determine the quality of validity and practicality aspects based on expert’s assessment of materials, expert’s design, media specialists, an individual assessment of students’ testing, a small group assessment of students trial, and a field trials assessment of students.This study is adapted from the development of ADDIE model which consists of 5 stages: 1) Analysis, 2) design, 3) Development, 4) Implementation, and 5) evaluation. The results showed that the quality of students' worksheet of mathematics on materials of factorization in algebra-based on Contextual Teaching and Learning basically on the assessment of: 1) the experts’ of subject materials is obtained a total average of 3.81 is included in the category of "Good" or scored 76.2 % which is included in the category of "Very Decent", 2) the experts’ design is obtained a total average of 3.62 which is included in the category of "Good" or scored 72.4% which is included in the category "Decent", 3) the experts’ of media is obtained scored 4:43 which is included in the category of "Good" or scored 88.6% which is in the category of "Very Decent".Whereas, the assessment by the students is done in three stages: 1) an individual assessment of students’ testing is obtained average total of 4.75 which is included in the category of "Very Good" or 95% which is included in the category of "Very Decent", 2) a small group assessment of students trial is obtained total average of 4:58 which is included in the category of "Very Good" or scored 91.6% thus it is included in the category of "Very Decent", 3) a field trials assessment of students is obtained a total average of 4:43 which is included in the category of "Very Good" or scored 88.6% thus it is included in the category of "Very Decent". Thus mathematics on materials of factorization in algebra-based on Contextual Teaching and Learning (CTL) is declared valid and practical so it can be used as the learning equipment of mathematics at the factorization material algebra.
ST (Spatial Temporal) Math®: Impact on student progressMarianne McFadden
An action research studying how two middle schools implement the ST Math® program and the level of effectiveness with regard to standardized test results, overall confidence,and academic achievement.
Metacognitive Strategies: Instructional Approaches in Teaching and Learning o...IJAEMSJORNAL
The purpose of the study is to determine the effectiveness of the metacognitive strategies as instructional approaches in teaching and learning of Basic Calculus. A number of 48 students consisting of 24 boys and 24 girls were purposively sampled in this study. Pretest-posttest quasi experimental research design was used which applied t-test and descriptive statistics. Both groups were subject to two instruments that were comprised of problem-solving test (pretest and posttest) and observation guide. Experimental group was taught Basic Calculus using metacognitive strategies while the control group was taught Basic Calculus using traditional teaching strategies. Both groups were subject to a pretest. Class observation was done while the two teaching strategies were applied. In the end, the posttest was administered to both groups to identify the effectiveness of the two teaching strategies. The data gathered were treated using paired sample t-test and independent sample t-test. The results of the study showed that the experimental group had significantly higher posttest scores as compared to control group which proved that metacognitive teaching strategies were more effective in improving the performance and problem-solving skills of the students than the traditional teaching strategies. It was also observed that students who taught using metacognitive strategies helped the students to be extremely engaged in Basic Calculus lessons cognitively, behaviorally, and affectively. The study reveals that the significant increase of the students’ learning engagement in Basic Calculus lessons led the students to a corresponding increase in their posttest scores.
This quantitative descriptive study aims to describe the Mathematical Literacy of Grade 5 of Primary Students regarding their mathematical problem-solving abilities. The samples of this study were 35 5th-gradestudents at Muhammadiyah Condongcatur Elementary School in academic year 2017/2018. The data were collected through observations and tests with five questions containing indicators of mathematical literacy regarding mathematical problem-solving abilities; two experts have validated the test instruments. Moreover, the test estimated Cronbach's alpha of 0.749 proved reliability. The data analysis in this study was carried out descriptively based on the average score, the standard deviation, the maximum score, the minimum score, the total score, and the percentage correct answer. The results showed that the mathematical literacy of the 5th-grade students at SD Muhammadiyah Condongcatur was generally at the high category (indicated by the problem-solving abilities). Students have been able to understand a problem, to use logic to describe the solution to a problem, and to choose the most appropriate solution to solve a problem.
Performance of student is dependent on their subject select and faculty’s expertise who teach the subject. Sometimes subject selection done by the student. Few students’ select subject wisely, few of them select because of friend influence, faculty influence, without thinking on it. To reduce the cost and related overhead department tries to reduce the variety of elective. Wisely selected and offered subject will increase the performance of student and throughput of the faculty. In this paper a recommender system is proposed which find the score of knowledge level for student and score of faculty score. These scores will be used to recommend the right subject to adept faculty of that subject.
The document discusses the systems approach in education. It defines the systems approach as a problem-solving process that engages a series of steps to solve an identified educational problem. The systems approach has two major parts: system analysis and system synthesis. System analysis involves breaking down the problem into components, while system synthesis uses the data from system analysis to select and implement solution strategies. The systems approach focuses on all elements of instruction, including the learner, content, experiences, and strategies to ensure the components work as an organic whole to achieve the objectives. Some advantages of the systems approach are that it helps identify suitable resources and allows for continuous improvement. Limitations include resistance to change and that it requires hard work.
Improving E-Learning by Integrating a Metacognitive Agent IJECEIAES
The major disadvantage of the current Learning Management Systems is the lack of learner assistance in their learning processes and, therefore, they can not replace the presence of the teacher who ensures the progress of learning. In fact, we proposed to integrate, for each learner, a metacognitive agent that supported the metacognitive assistance and extracts the defectsin the learning process and strategies. The goal is to invite the learner to correct himself and improve his learning method. Metacognitive questionnaires were distributed to a group of 100 students before, during and after a computer course. The goal is to evaluatethe metacognitive attributes and to determine their influence on the success of learning. Decision trees were used as data analysis tools to extract a set of rules and to discover the influence of these metacognitive attributes on the result obtained by the learners. The results indicate that there are relationships between the different metacognitive attributes and the learners’ success. We note there is the influence of metacognitive incitement on learner outcomes, which reflects the degree of understanding of a learning pedagogical unit by the learner.
International Journal of Engineering Research and DevelopmentIJERD Editor
Electrical, Electronics and Computer Engineering,
Information Engineering and Technology,
Mechanical, Industrial and Manufacturing Engineering,
Automation and Mechatronics Engineering,
Material and Chemical Engineering,
Civil and Architecture Engineering,
Biotechnology and Bio Engineering,
Environmental Engineering,
Petroleum and Mining Engineering,
Marine and Agriculture engineering,
Aerospace Engineering.
A Development of Students’ Worksheet Based on Contextual Teaching and LearningIOSRJM
This research is aimed at developing the students’ worksheet to determine the quality of validity and practicality aspects based on expert’s assessment of materials, expert’s design, media specialists, an individual assessment of students’ testing, a small group assessment of students trial, and a field trials assessment of students.This study is adapted from the development of ADDIE model which consists of 5 stages: 1) Analysis, 2) design, 3) Development, 4) Implementation, and 5) evaluation. The results showed that the quality of students' worksheet of mathematics on materials of factorization in algebra-based on Contextual Teaching and Learning basically on the assessment of: 1) the experts’ of subject materials is obtained a total average of 3.81 is included in the category of "Good" or scored 76.2 % which is included in the category of "Very Decent", 2) the experts’ design is obtained a total average of 3.62 which is included in the category of "Good" or scored 72.4% which is included in the category "Decent", 3) the experts’ of media is obtained scored 4:43 which is included in the category of "Good" or scored 88.6% which is in the category of "Very Decent".Whereas, the assessment by the students is done in three stages: 1) an individual assessment of students’ testing is obtained average total of 4.75 which is included in the category of "Very Good" or 95% which is included in the category of "Very Decent", 2) a small group assessment of students trial is obtained total average of 4:58 which is included in the category of "Very Good" or scored 91.6% thus it is included in the category of "Very Decent", 3) a field trials assessment of students is obtained a total average of 4:43 which is included in the category of "Very Good" or scored 88.6% thus it is included in the category of "Very Decent". Thus mathematics on materials of factorization in algebra-based on Contextual Teaching and Learning (CTL) is declared valid and practical so it can be used as the learning equipment of mathematics at the factorization material algebra.
ST (Spatial Temporal) Math®: Impact on student progressMarianne McFadden
An action research studying how two middle schools implement the ST Math® program and the level of effectiveness with regard to standardized test results, overall confidence,and academic achievement.
Metacognitive Strategies: Instructional Approaches in Teaching and Learning o...IJAEMSJORNAL
The purpose of the study is to determine the effectiveness of the metacognitive strategies as instructional approaches in teaching and learning of Basic Calculus. A number of 48 students consisting of 24 boys and 24 girls were purposively sampled in this study. Pretest-posttest quasi experimental research design was used which applied t-test and descriptive statistics. Both groups were subject to two instruments that were comprised of problem-solving test (pretest and posttest) and observation guide. Experimental group was taught Basic Calculus using metacognitive strategies while the control group was taught Basic Calculus using traditional teaching strategies. Both groups were subject to a pretest. Class observation was done while the two teaching strategies were applied. In the end, the posttest was administered to both groups to identify the effectiveness of the two teaching strategies. The data gathered were treated using paired sample t-test and independent sample t-test. The results of the study showed that the experimental group had significantly higher posttest scores as compared to control group which proved that metacognitive teaching strategies were more effective in improving the performance and problem-solving skills of the students than the traditional teaching strategies. It was also observed that students who taught using metacognitive strategies helped the students to be extremely engaged in Basic Calculus lessons cognitively, behaviorally, and affectively. The study reveals that the significant increase of the students’ learning engagement in Basic Calculus lessons led the students to a corresponding increase in their posttest scores.
This quantitative descriptive study aims to describe the Mathematical Literacy of Grade 5 of Primary Students regarding their mathematical problem-solving abilities. The samples of this study were 35 5th-gradestudents at Muhammadiyah Condongcatur Elementary School in academic year 2017/2018. The data were collected through observations and tests with five questions containing indicators of mathematical literacy regarding mathematical problem-solving abilities; two experts have validated the test instruments. Moreover, the test estimated Cronbach's alpha of 0.749 proved reliability. The data analysis in this study was carried out descriptively based on the average score, the standard deviation, the maximum score, the minimum score, the total score, and the percentage correct answer. The results showed that the mathematical literacy of the 5th-grade students at SD Muhammadiyah Condongcatur was generally at the high category (indicated by the problem-solving abilities). Students have been able to understand a problem, to use logic to describe the solution to a problem, and to choose the most appropriate solution to solve a problem.
Performance of student is dependent on their subject select and faculty’s expertise who teach the subject. Sometimes subject selection done by the student. Few students’ select subject wisely, few of them select because of friend influence, faculty influence, without thinking on it. To reduce the cost and related overhead department tries to reduce the variety of elective. Wisely selected and offered subject will increase the performance of student and throughput of the faculty. In this paper a recommender system is proposed which find the score of knowledge level for student and score of faculty score. These scores will be used to recommend the right subject to adept faculty of that subject.
The document discusses the systems approach in education. It defines the systems approach as a problem-solving process that engages a series of steps to solve an identified educational problem. The systems approach has two major parts: system analysis and system synthesis. System analysis involves breaking down the problem into components, while system synthesis uses the data from system analysis to select and implement solution strategies. The systems approach focuses on all elements of instruction, including the learner, content, experiences, and strategies to ensure the components work as an organic whole to achieve the objectives. Some advantages of the systems approach are that it helps identify suitable resources and allows for continuous improvement. Limitations include resistance to change and that it requires hard work.
Intelligent system for sTudent placementFemmy Johnson
This document describes a proposed intelligent system for student placement in Nigeria using fuzzy logic. It outlines the country's educational system and related works on student placement prediction. The proposed system would use fuzzy logic and linguistic variables to analyze student data like academic performance, psychomotor skills, and department choices. Membership functions would be assigned to variables and an inference engine would apply fuzzy rules to generate placement recommendations to either the science, arts, or repeat a class. The goal is to help schools accurately place students in a timely manner to improve performance and outcomes.
EFFECTIVENESS OF BLOG IN LEARNING MATHEMATICS AT THE SECONDARY TEACHER EDUCAT...Thiyagu K
The document summarizes a study on the effectiveness of using educational blogs to teach mathematics to secondary teacher trainees compared to traditional teaching methods. The study found that the experimental group who used the educational blog scored significantly higher on knowledge, understanding, and application measures compared to the control group who received traditional lecture-based instruction. The blog provided an engaging format with colorful templates, multimedia, and explanations that helped motivate students and improve their learning of mathematical concepts and methods. Therefore, the study concluded that blogs can be an effective tool for teaching mathematics when incorporated into the course delivery approach for teacher trainees.
A Study on Learning Factor Analysis – An Educational Data Mining Technique fo...iosrjce
IOSR Journal of Computer Engineering (IOSR-JCE) is a double blind peer reviewed International Journal that provides rapid publication (within a month) of articles in all areas of computer engineering and its applications. The journal welcomes publications of high quality papers on theoretical developments and practical applications in computer technology. Original research papers, state-of-the-art reviews, and high quality technical notes are invited for publications.
This document describes a study that investigated how different content presentation formats and amounts of information impact learning concepts in electronic self-paced formats. 25 participants were subjected to 5 concepts presented in different formats that varied the amount of textual information, use of graphics, and level of annotations. Eye tracking data was collected to analyze visual attention. The results showed that too much information can cause overload, while providing learner control over progressive disclosure of information and presenting content in smaller units helped the learning process. However, the overall results were not statistically significant. The study aimed to find an optimal amount of information and effective presentation strategies to support cognitive processes in technology-based learning environments.
The purpose of this research is to develop test questions of problem solving ability on work-energy material for high school students class X. This type of research is research and development. The model used in this study is ADDIE with the stages of analyzing, planning, developing, implementing, and evaluating, but this study only up to the implementation stage. The test developed in this research consists of three items of problem solving ability description that is multi context. Validation of item was done by content validation and empirical validation. The results of content validation indicate that the average score of test items is 3,125 with good category. The results of empirical validation indicate that there are two valid questions and one invalid question. Two valid questions have a Cronbach Alpha coefficient of 0.807. The results of the implementation of the test showed that the average student problem solving abilities in Question 1 is 17.41 of a maximum score of 25, the lowest score is 10 and the highest is 23. The results of students in the question number 2 by 16.60 of a maximum score of 25, with the lowest score is 10 and the highest is 22. These results indicate that the test instrument is feasible to use to assess students' problem solving abilities.
Problem-solving is a vital component under the cognitive standard of the 21st century skills for preparing students to face global competition. Problemsolving supported by another skill, one of which is scientific reasoning. Research objective is to analysis profile content and context of Biology references by interaction of problem-solving and scientific reasoning aspects. Research procedure applied Toulmin Argument Pattern (TAP) as a basic framework to identify the scientific reasoning aspects. Data obtained from the questionnaire, survey, and analyzed descriptively. Result indicates that the majority of Biology references does not required of balance proportion between problem-solving and scientific reasoning aspects. The lower aspect both of content and context was located in explore and Look back for Ground and Rebuttal aspects. In addition, this result can be used to inform future development of instruction and assessment problem solving and scientific reasoning skills.
Exploring General Science Questions of Secondary School Certificate (SSC) Exa...Md. Mehadi Rahman
Creative question is generally considered as a tool to measure students’ various levels of learning. The study focused on exploring the present situation of General Science test items/creative questions in Bangladesh. This descriptive study was conducted using a concurrent triangulation research design. To conduct this study both quantitative and qualitative data were collected. 16 test of General Science test items/creative question papers of 2015 or 2016 were selected purposively as sample from all educational boards. 48 students were selected conveniently for interview from those who had been passed the SSC examination of 2015 or 2016. For collecting data from these sources test analysis protocol and interview protocol were used as research tools. Test analysis protocol was consisted of two criteria; wording criteria and practicing criteria. Selected test items were analysed based on these two criteria and Bloom’s cognitive domain. The study revealed that major test items were developed in a way which direct students towards lower level learning. Few test items were focused to students understanding, application and higher order learning. In practice, students were engaged to only memorization and understanding through SSC examination assessment. Few test items were devoted to application level learning of students. Higher order learning was totally ignored in SSC examination questions.
Matt Tyrie edu 690 research indep study Matt Tyrie
This study investigated the effects of technology integration on student performance and attitudes in a 7th grade science classroom. An experimental group received weekly science lessons that incorporated various technology tools, while a control group received traditional paper-based lessons. Both groups were given pre- and post-tests to measure changes in science attitudes and achievement. The results showed minor differences between the groups in improved test scores and attitudes, suggesting that technology integration may help enhance student learning and engagement in science.
International Journal of Humanities and Social Science Invention (IJHSSI) is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online.
The document discusses the topic of programmed instruction. It defines programmed instruction as a method of arranging learning material into sequential steps that moves students from familiar to new concepts. Key aspects include breaking content into small frames, requiring active student responses, and providing immediate feedback. The origins of programmed instruction are traced back to thinkers like Socrates and Skinner. Principles like self-pacing and immediate reinforcement are explained. Examples of programmed material and frame formats are also provided.
EVALUATION OF STUDENT PERCEPTIONS ON “MUDDIEST POINT” CLASSROOM ASSESSMENT TE...John1Lorcan
The purpose of this study is to use “Muddiest point” classroom assessment technique as a type of formative
assessment in Software Development Practices (ICT) course at University of Vocational Technology and to
assess student perceptions on the technique. The study employed “Muddiest point” classroom assessment
technique in the class and conducted a perception survey with regard to use of muddiest point assignments
at the end of the course. As per the survey A majority of students 30 numbers agreed that Muddiest Point
CAT is beneficial to the course (Mean =4.24 n=45) and 28 agreed Muddiest point CAT to be continued in
the course.(Mean=4.22) 24 students agreed that The Muddiest Point CAT should be applied to other
courses as well (Mean=4.18. 53% of students satisfied with the use of Muddiest point CAT for Classroom
learning and 31% were extremely satisfied . The perception survey showed positive overall student
perception on CAT used. And the technique can be used as a simple, but effective formative assessment
method for Software Development Practices (ICT) course.
Assessment-driven Learning through Serious Games: Guidance and Effective Outc...IJECEIAES
Evaluation in serious games is an important aspect; it aims to evaluate the good transmission of pedagogical objectives, the performance of student in relation to these objectives defined in the pedagogical scenario, the content of the course and the predefined criteria. However, the effectiveness of learning is under-studied due to the complexity involved to gamify the assessment concept, particularly when it comes to intangible measures related to the progression of learning outcomes, which is among the most important aspects of evaluation in serious games. This paper reviews the literature regarding assessment due to their importance in the learning process with a detailed assessment plan applied on serious game. Then, it presents a framework used to facilitate the assessment design integrated in serious games. Finally, a significant example of how the proposed framework proved successful with corresponding results will conclude the paper.
Developing a Learning Trajectory on Fraction Topics by Using Realistic Mathem...iosrjce
This research and development was purposed at (1) developing a learning trajectory on fraction
topics by using Realistic Mathematics Education approach in Primary School; and (2) determining the validity,
practicality, and the effectiveness of the learning trajectory. The results of this research were (1) a learning
trajectory on fraction topics in the form of Teacher’s Guide Book and Student’s Book. (2) Teachers’ Guide Book
and the Student’s Book of learning trajectory were considered valid, practical and effective after being judged
by experts in Mathematics Educators, Language Educators, Experienced Teachers and an Educationalist.
Based on the research results, it can be concluded that the learning trajectory on Fraction Topics by using
Realistic Mathematics Education Approach can be effectively used to improve the learning effectiveness on
Fraction Topics in Primary School.
Implementation of different tutoring system to enhance student learningijctet
This document discusses different tutoring systems that can be used to enhance student learning. It describes three types of tutoring: no tutoring (without feedback), computer tutoring using intelligent tutoring systems, and human tutoring using scaffolding techniques. Intelligent tutoring systems use domain models, teaching models, student models, and interfaces to provide individualized instruction. They track student performance and recommend additional work. Human tutoring employs scaffolding where teachers support students until they can solve complex problems independently. Scaffolding includes hard, static supports and soft, dynamic supports tailored for each student.
International Journal of Engineering Research and Development is an international premier peer reviewed open access engineering and technology journal promoting the discovery, innovation, advancement and dissemination of basic and transitional knowledge in engineering, technology and related disciplines.
This document describes an academic performance analysis system that uses educational data mining techniques. It analyzes student and teacher performance data collected from an engineering college. The system applies the Apriori algorithm and decision tree algorithm to mine patterns in academic data. The Apriori algorithm is used to generate rules based on support, confidence and lift to analyze student performance in different courses. The decision tree algorithm is used to analyze and visualize results for individual students, student groups, and indirectly for teachers. The goal is to identify existing patterns in past student performance data and use it to improve future student and teacher performance.
This document provides an overview of Intelligent Tutoring Systems (ITS). ITS are computerized learning environments that incorporate models from cognitive science to closely mimic individualized human tutoring. The document discusses that ITS track students' knowledge and skills in detail through student modeling. It also describes the typical architecture of an ITS which includes domain models to represent expert knowledge, student models to track individual learners, tutoring models to determine instructional interactions, and interfaces to interact with students. Examples of ITS like Cognitive Tutors and Andes physics tutor are also briefly mentioned.
This was a field research (literature review and exploration) with descriptive quantitative approach. This study aims: (1) to develop a model (scheme) to assess mathematical power, (2) to test the validity of instruments of mathematical power assessment, and (3) to developa valid and reliable test and non-test instrument prototypes as a mathematical power measurement. The research instruments consist of 4 items of essay test, 20 sheets of observation on investigative activities, and 20 items of questionnaires. Validity test was conducted through constructions built up from 3 aspects of mathematical power ability. Result of instrument analysis showed that: (1) the r of instrument test = 0.947, meaning that the instrument is reliable, (2) the r of activity observation sheets = 0.912, meaning that the instrument is reliable, and (3) the r of questionnaires = 0.770, meaning that the questionnaire is reliable on 0.05 significance level. This study concludes: (a) the steps in the model (scheme) of mathematical power assessment may be used as a reference for assessing mathematical power, (b) test and non-test instruments are valid and reliable, and (c) prototypes of test and non-test instruments may be used as a measurement in mathematical power assessment.
Analysis Of Students Ability In Solving Relation And Functions Problems Base...Vicki Cristol
The document analyzes students' ability to solve relation and function problems based on learning indicators. It finds that students' overall ability is low. Specifically:
- Ability to define relations and functions is low. Students forget definitions.
- Determining examples and non-examples of functions is medium. Most but not all students can distinguish them.
- Determining domain, codomain, and range is medium. Students sometimes confuse range and codomain.
- Drawing arrow and Cartesian diagrams is medium. Students can usually draw them but omit descriptions.
The study indicates students have forgotten basic concepts and recommends teachers focus more on understanding than memorization to improve problem-solving abilities.
Student View on Web-Based Intelligent Tutoring Systems about Success and Rete...ijmpict
Purpose of this research is to determine the students' point of view about web based intelligent tutoring system's (WBITS) availability, effects on the success and contribution to learning about work, energy and conservation of energy topics. The system will be evaluated on student's angle of view. Intelligence tutoring system that used on the research is used only online by 21 Elementary School Math Teacher candidate for 4 weeks on Physics I course. Public opinion poll that developed by the researchers have used as a data gathering tool. Data gathered in this research has analyzed by descriptive statistical method. Participant students have underlined that web based intelligent tutoring systems are effective on physics courses. Mathematics teacher candidates have expressed their opinion that it is helpful to use the WBITS because it is not depending on time and place, it has capability to serve lots of events and problem solving possibility and it is helping to increase the education performance.
A Survey on Research work in Educational Data Miningiosrjce
IOSR Journal of Computer Engineering (IOSR-JCE) is a double blind peer reviewed International Journal that provides rapid publication (within a month) of articles in all areas of computer engineering and its applications. The journal welcomes publications of high quality papers on theoretical developments and practical applications in computer technology. Original research papers, state-of-the-art reviews, and high quality technical notes are invited for publications.
Intelligent system for sTudent placementFemmy Johnson
This document describes a proposed intelligent system for student placement in Nigeria using fuzzy logic. It outlines the country's educational system and related works on student placement prediction. The proposed system would use fuzzy logic and linguistic variables to analyze student data like academic performance, psychomotor skills, and department choices. Membership functions would be assigned to variables and an inference engine would apply fuzzy rules to generate placement recommendations to either the science, arts, or repeat a class. The goal is to help schools accurately place students in a timely manner to improve performance and outcomes.
EFFECTIVENESS OF BLOG IN LEARNING MATHEMATICS AT THE SECONDARY TEACHER EDUCAT...Thiyagu K
The document summarizes a study on the effectiveness of using educational blogs to teach mathematics to secondary teacher trainees compared to traditional teaching methods. The study found that the experimental group who used the educational blog scored significantly higher on knowledge, understanding, and application measures compared to the control group who received traditional lecture-based instruction. The blog provided an engaging format with colorful templates, multimedia, and explanations that helped motivate students and improve their learning of mathematical concepts and methods. Therefore, the study concluded that blogs can be an effective tool for teaching mathematics when incorporated into the course delivery approach for teacher trainees.
A Study on Learning Factor Analysis – An Educational Data Mining Technique fo...iosrjce
IOSR Journal of Computer Engineering (IOSR-JCE) is a double blind peer reviewed International Journal that provides rapid publication (within a month) of articles in all areas of computer engineering and its applications. The journal welcomes publications of high quality papers on theoretical developments and practical applications in computer technology. Original research papers, state-of-the-art reviews, and high quality technical notes are invited for publications.
This document describes a study that investigated how different content presentation formats and amounts of information impact learning concepts in electronic self-paced formats. 25 participants were subjected to 5 concepts presented in different formats that varied the amount of textual information, use of graphics, and level of annotations. Eye tracking data was collected to analyze visual attention. The results showed that too much information can cause overload, while providing learner control over progressive disclosure of information and presenting content in smaller units helped the learning process. However, the overall results were not statistically significant. The study aimed to find an optimal amount of information and effective presentation strategies to support cognitive processes in technology-based learning environments.
The purpose of this research is to develop test questions of problem solving ability on work-energy material for high school students class X. This type of research is research and development. The model used in this study is ADDIE with the stages of analyzing, planning, developing, implementing, and evaluating, but this study only up to the implementation stage. The test developed in this research consists of three items of problem solving ability description that is multi context. Validation of item was done by content validation and empirical validation. The results of content validation indicate that the average score of test items is 3,125 with good category. The results of empirical validation indicate that there are two valid questions and one invalid question. Two valid questions have a Cronbach Alpha coefficient of 0.807. The results of the implementation of the test showed that the average student problem solving abilities in Question 1 is 17.41 of a maximum score of 25, the lowest score is 10 and the highest is 23. The results of students in the question number 2 by 16.60 of a maximum score of 25, with the lowest score is 10 and the highest is 22. These results indicate that the test instrument is feasible to use to assess students' problem solving abilities.
Problem-solving is a vital component under the cognitive standard of the 21st century skills for preparing students to face global competition. Problemsolving supported by another skill, one of which is scientific reasoning. Research objective is to analysis profile content and context of Biology references by interaction of problem-solving and scientific reasoning aspects. Research procedure applied Toulmin Argument Pattern (TAP) as a basic framework to identify the scientific reasoning aspects. Data obtained from the questionnaire, survey, and analyzed descriptively. Result indicates that the majority of Biology references does not required of balance proportion between problem-solving and scientific reasoning aspects. The lower aspect both of content and context was located in explore and Look back for Ground and Rebuttal aspects. In addition, this result can be used to inform future development of instruction and assessment problem solving and scientific reasoning skills.
Exploring General Science Questions of Secondary School Certificate (SSC) Exa...Md. Mehadi Rahman
Creative question is generally considered as a tool to measure students’ various levels of learning. The study focused on exploring the present situation of General Science test items/creative questions in Bangladesh. This descriptive study was conducted using a concurrent triangulation research design. To conduct this study both quantitative and qualitative data were collected. 16 test of General Science test items/creative question papers of 2015 or 2016 were selected purposively as sample from all educational boards. 48 students were selected conveniently for interview from those who had been passed the SSC examination of 2015 or 2016. For collecting data from these sources test analysis protocol and interview protocol were used as research tools. Test analysis protocol was consisted of two criteria; wording criteria and practicing criteria. Selected test items were analysed based on these two criteria and Bloom’s cognitive domain. The study revealed that major test items were developed in a way which direct students towards lower level learning. Few test items were focused to students understanding, application and higher order learning. In practice, students were engaged to only memorization and understanding through SSC examination assessment. Few test items were devoted to application level learning of students. Higher order learning was totally ignored in SSC examination questions.
Matt Tyrie edu 690 research indep study Matt Tyrie
This study investigated the effects of technology integration on student performance and attitudes in a 7th grade science classroom. An experimental group received weekly science lessons that incorporated various technology tools, while a control group received traditional paper-based lessons. Both groups were given pre- and post-tests to measure changes in science attitudes and achievement. The results showed minor differences between the groups in improved test scores and attitudes, suggesting that technology integration may help enhance student learning and engagement in science.
International Journal of Humanities and Social Science Invention (IJHSSI) is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online.
The document discusses the topic of programmed instruction. It defines programmed instruction as a method of arranging learning material into sequential steps that moves students from familiar to new concepts. Key aspects include breaking content into small frames, requiring active student responses, and providing immediate feedback. The origins of programmed instruction are traced back to thinkers like Socrates and Skinner. Principles like self-pacing and immediate reinforcement are explained. Examples of programmed material and frame formats are also provided.
EVALUATION OF STUDENT PERCEPTIONS ON “MUDDIEST POINT” CLASSROOM ASSESSMENT TE...John1Lorcan
The purpose of this study is to use “Muddiest point” classroom assessment technique as a type of formative
assessment in Software Development Practices (ICT) course at University of Vocational Technology and to
assess student perceptions on the technique. The study employed “Muddiest point” classroom assessment
technique in the class and conducted a perception survey with regard to use of muddiest point assignments
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courses as well (Mean=4.18. 53% of students satisfied with the use of Muddiest point CAT for Classroom
learning and 31% were extremely satisfied . The perception survey showed positive overall student
perception on CAT used. And the technique can be used as a simple, but effective formative assessment
method for Software Development Practices (ICT) course.
Assessment-driven Learning through Serious Games: Guidance and Effective Outc...IJECEIAES
Evaluation in serious games is an important aspect; it aims to evaluate the good transmission of pedagogical objectives, the performance of student in relation to these objectives defined in the pedagogical scenario, the content of the course and the predefined criteria. However, the effectiveness of learning is under-studied due to the complexity involved to gamify the assessment concept, particularly when it comes to intangible measures related to the progression of learning outcomes, which is among the most important aspects of evaluation in serious games. This paper reviews the literature regarding assessment due to their importance in the learning process with a detailed assessment plan applied on serious game. Then, it presents a framework used to facilitate the assessment design integrated in serious games. Finally, a significant example of how the proposed framework proved successful with corresponding results will conclude the paper.
Developing a Learning Trajectory on Fraction Topics by Using Realistic Mathem...iosrjce
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and the Student’s Book of learning trajectory were considered valid, practical and effective after being judged
by experts in Mathematics Educators, Language Educators, Experienced Teachers and an Educationalist.
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Realistic Mathematics Education Approach can be effectively used to improve the learning effectiveness on
Fraction Topics in Primary School.
Implementation of different tutoring system to enhance student learningijctet
This document discusses different tutoring systems that can be used to enhance student learning. It describes three types of tutoring: no tutoring (without feedback), computer tutoring using intelligent tutoring systems, and human tutoring using scaffolding techniques. Intelligent tutoring systems use domain models, teaching models, student models, and interfaces to provide individualized instruction. They track student performance and recommend additional work. Human tutoring employs scaffolding where teachers support students until they can solve complex problems independently. Scaffolding includes hard, static supports and soft, dynamic supports tailored for each student.
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Student View on Web-Based Intelligent Tutoring Systems about Success and Rete...ijmpict
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This document summarizes research on educational data mining. It discusses topics such as student modeling, improving educational software, mining assessment data, and generic frameworks/methods. Student modeling research focuses on automatically improving student models and predicting student performance. Research on improving software examines identifying learning behaviors and adapting intelligent tutoring systems based on individual differences. Assessment data mining analyzes optimal/worst-case mastery learning and predicting dropout using social behavior data. Generic frameworks include knowledge tracing approaches and tools for visualizing interaction networks. The conclusion recommends continued collaboration across research, education, and industry to further the field.
Educational Data Mining is used to find interesting patterns from the data taken from
educational settings to improve teaching and learning. Assessing student’s ability and performance with
EDM methods in e-learning environment for math education in school level in India has not been
identified in our literature review. Our method is a novel approach in providing quality math education
with assessments indicating the knowledge level of a student in each lesson. This paper illustrates how
Learning Curve – an EDM visualization method is used to compare rural and urban students’ progress
in learning mathematics in an e-learning environment. The experiment is conducted in two different
schools in Tamil Nadu, India. After practicing the problems the students attended the test and their
interaction data are collected and analyzed their performance in different aspects: Knowledge
component level, time taken to solve a problem, error rate. This work studies the student actions for
identifying learning progress. The results show that the learning curve method is much helpful to the
teachers to visualize the students’ performance in granular level which is not possible manually. Also it
helps the students in knowing about their skill level when they complete each unit.
The tutor asks questions that do not effectively encourage the student to comprehend and decompose the problem before attempting to solve it. When the student expresses confusion early on, the tutor could have asked more specific questions about the problem description to facilitate the student's understanding. Additionally, the tutor sometimes tells information to the student rather than eliciting self-explanations through targeted questions, even though self-explanation has been shown to improve learning. More effective questioning approaches emphasized in the literature include asking about the main steps or components of the problem, and eliciting the student's own understanding through a series of targeted questions.
The document discusses using Learning Factor Analysis (LFA), an educational data mining technique, to model student knowledge based on student-tutor interaction log data. LFA uses a multiple logistic regression model with difficulty factors defined by subject experts to quantify skills. A combinatorial search method called A* search is used to select the best-fitting model. The document illustrates applying LFA to data from an online math tutor, identifying 5 skills and presenting the results of the logistic regression modeling, including fit statistics and learning rates for skills. Learning curves are used to visualize student performance over time.
Applying adaptive learning by integrating semantic and machine learning in p...IJECEIAES
Adaptive learning is one of the most widely used data driven approach to teaching and it received an increasing attention over the last decade. It aims to meet the student’s characteristics by tailoring learning courses materials and assessment methods. In order to determine the student’s characteristics, we need to detect their learning styles according to visual, auditory or kinaesthetic (VAK) learning style. In this research, an integrated model that utilizes both semantic and machine learning clustering methods is developed in order to cluster students to detect their learning styles and recommend suitable assessment method(s) accordingly. In order to measure the effectiveness of the proposed model, a set of experiments were conducted on real dataset (Open University Learning Analytics Dataset). Experiments showed that the proposed model is able to cluster students according to their different learning activities with an accuracy that exceeds 95% and predict their relative assessment method(s) with an average accuracy equals to 93%.
Clustering Students of Computer in Terms of Level of ProgrammingEditor IJCATR
Educational data mining (EDM) is one of the applications of data mining. In educational data mining, there are two key domains, i.e. student domain and faculty domain. Different type of research work has been done in both domains.
In existing system the faculty performance has calculated on the basis of two parameters i.e. Student feedback and the result of student in that subject. In existing system we define two approaches one is multiple classifier approach and the other is a single classifier approach and comparing them, for relative evaluation of faculty performance using data mining
Techniques. In multiple classifier approach K-nearest neighbor (KNN) is used in first step and Rule based classification is used in the second step of classification while in single classifier approach only KNN is used in both steps of classification.
But in proposed system, I will analyse the faculty performance using 4 parameters i.e., student complaint about faculty, Student review feedback for faculty, students feedback, and students result etc.
For this proposed system I will be going to use opinion mining technique for analyzing performance of faculty and calculating score of each faculty.
This document discusses predicting student performance in higher education using video learning analytics and data mining techniques. The study analyzed data from 772 students' interactions in an LMS, student information system, and mobile video application to predict end-of-semester performance. Eight classification algorithms were tested on the data, along with feature selection techniques like genetic search and principle component analysis. The Random Forest algorithm most accurately predicted student performance at 88.3% accuracy using an equal width feature selection method. The results indicate that analyzing interaction data from multiple systems using classification techniques can help predict student outcomes.
This document discusses predicting student performance in higher education using video learning analytics and data mining techniques. The study analyzed data from 772 students' interactions in an LMS, student information system, and mobile video application to predict end-of-semester performance. Eight classification algorithms were tested and random forest accurately predicted successful students 88.3% of the time. Feature selection techniques like genetic search and principle component analysis were also able to further improve performance. The results suggest video learning analytics combined with data mining can help educators identify at-risk students and improve learning outcomes.
This document discusses predicting student performance in higher education using video learning analytics and data mining techniques. The study analyzed data from 772 students' interactions in an LMS, student information system, and mobile video application to predict end-of-semester performance. Eight classification algorithms were tested and random forest accurately predicted successful students 88.3% of the time. Feature selection techniques like genetic search and principle component analysis were also able to further improve performance. The results suggest video learning analytics combined with data mining can help educators identify at-risk students and make decisions to improve student success.
LEMON : THE LEARNING EFFICIENCY COMPUTATION MODEL FOR ASSESSING LEARNER CONTE...IJITE
Current E-learning systems are focusing on providing learning solutions depending upon the context of the
learner. Efforts have been put in the delivery of contents, learning path and support based on the learner
context. As the learner’s context serves as base for triggering adaptation of learning solutions, a clear
understanding and an accurate definition of learner context is necessary. Different perspectives of context
have been discussed in literature. In this paper a different perspective for defining learner context is
employed and a feature viz. Learning Efficiency that consolidates the learner context has been arrived. The
different elements that constitute Learning efficiency have been identified using which a computational
model of Learning Efficiency called LEMOn has been proposed in order to quantify the learner context.
The model has been subjected to statistical evaluation in order to check for its correctness and was found
to represent the learner context efficiently.
The document discusses programmed instruction, which is a systematic, self-paced method of instruction designed to ensure learning. It breaks content into small steps with built-in feedback. There are different types, including linear, branched, and mathetics programming. Programmed instruction aims to place the learner at the center and allow them to construct knowledge through active participation, as opposed to passive absorption of information. While it shows promise, programmed instruction has seen limited application in Indian classrooms.
It is unrealistic to expect students to have future literacy about science, information, and technology if their education includes only facts and concepts relevant during the school years. While life presents situations that cannot be solved by learned responses, the metacognitive strategy is brought into play. Metacognitive skills are needed when habitual responses are not successful. Metacognitive skills will enable students to successfully cope with new situations. The main purpose of this paper is to propose a practical model of implementing strategies to increase students’ ability to comprehend texts and find solutions to word problems based on the theories and empirical background of metacognition. In addition, the distinction between metacognition and cognition and explicit instruction on the learning strategies to develop students metacognitive skills were discussed. It concludes that teachers can raise the level of metacognitive thought in their classrooms by modeling the processes. The use of metacognitive strategies will enable students to be independent and strategic learners.
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Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
STUDENTS’PATTERNS OF INTERACTION WITH A MATHEMATICS INTELLIGENT TUTOR:LEARNING ANALYTICS APPLICATION
1. International Journal on Integrating Technology in Education (IJITE) Vol.5,No.2, June 2016
DOI :10.5121/ijite.2016.5201 1
STUDENTS’ PATTERNS OF INTERACTION WITH A
MATHEMATICS INTELLIGENT TUTOR: LEARNING
ANALYTICS APPLICATION
Anita Dani
Faculty of Mathematics, Higher Colleges of Technology, United Arab Emirates
ABSTRACT
Purpose: The purpose of this paper is to determine potential identifiers of students’ academic success in
foundation mathematics course by analyzing the data logs of an intelligent tutor.
Design/ methodology/approach: A cross-sectional study design was used. A sample of 58 records was
extracted from the data-logs of the intelligent tutor, ALEKS. This data was triangulated with the data
collected from surveys. Two-step clustering, correlation and regression analysis, Chi-square analysis and
paired sample t-tests were applied to address the research questions.
Findings: The data-logs of ALEKS include information about number of topics practiced and number of
topics mastered by each student. Prior knowledge and derived attribute, which is the ratio of number of
topics mastered to number of topics practiced(denoted by the variable m top in this paper) are found to be
predictors of final marks in the foundation mathematics course with = 42%.
Students were asked to report their preferred way of selecting topics as either sequential or random.
Results of paired sample t-test demonstrated that the students who selected topics in a sequential manner
were able to retain their mastery of learning after the summative assessment whereas the students who
chose topics randomly were not able to retain their mastery of learning.
Originality and value: This research has established three indicators of academic success in the course of
foundation mathematics which is delivered using the intelligent tutor ALEKS. Instructors can monitor
students’ progress and detect students at-risk who are not able to attain desired pace of learning and guide
them to choose the correct sequence of topics.
KEYWORDS: cluster analysis, intelligent tutor, learning analytics, ALEKS, mastery learning
1.INTRODUCTION
Intelligent tutoring systems can provide individual tutoring, instant feedback on learning and
flexibility to learn at own pace. Intelligent tutors provide interactive and personalized learning
environment for students which can facilitate student centered learning. Since these software
tools are now available on mobile devices, such as iPads, their adaption in teaching and learning
is changing the teacher centered learning into student centered learning. Though this change is
promising it also implies that students are expected to develop self-regulatory abilities [30,31]. A
key feature of these software systems is their ability to record and store details of each learning
activity that happens when a student interacts with the system. Such digital data can be analyzed
2. International Journal on Integrating Technology in Education (IJITE) Vol.5,No.2, June 2016
2
and interpreted which can reveal some useful information regarding students’ study habits and
their progress [22]. Learning analytics is a research discipline which provides framework for
analysis of these system-generated large data logs in order to understand learning activities
[17,39,41]. Use of such systems and reports generated by methods of learning analytics empower
faculty to engage students in authentic learning opportunities and can increase student
participation and motivation [10].
ALEKS is a web-based intelligent tutoring system, which is used in one of the higher education
institutes in the United Arab Emirates. The name ALEKS is an acronym for Assessment and
Learning in Knowledge Spaces, which indicates that this software provides learning opportunities
through frequent formative assessments. ALEKS encompasses theories of learning [2],
assessment and intelligent tutors. It provides opportunity to set learning goals, sufficient practice
material on each conceptual unit to master the concept and administers frequent formative
assessments to provide feedback on learning. It mimics the ability of an expert teacher and
determines correctness of a student’s next response based on his or her current response. Due to
this ability it can confirm whether the student has mastered a conceptual unit and whether the
student has retained the achieved mastery.
Unlike traditional paper-based mathematics textbooks, these systems provide flexibility of
choosing topics from any chapter. Two topics from different chapters may be linked on the basis
of theory of knowledge spaces [14], but they need not be solved using the same problem solving
strategy. Many students may attempt to master many topics from the course in a short time,
without organizing their learning tasks and may choose topics randomly. If a student is not able to
switch from one problem solving strategy to another one, she may fail to master a new topic or
may fail to retain mastery of her learning. On the other hand, some students choose their topics
sequentially where they master all units from one chapter and then move to the next chapter.
Aim of our research is to determine if sequencing of topics during learning has any impact on the
ability to retain mastery of learning. The second aim is to determine other predictors of students’
academic success based on her patterns of interactions with the system. This examination is based
on the student’s learning patterns obtained from the data logs generated by ALEKS as well as
data collected from short surveys.
The paper is organized as follows: A brief review of literature is given in the next section, which
is followed by the description of intelligent tutor and the research context. Research methodology
is presented in the section 5. Section 6 contains results and discussion. The paper concludes with
recommendations and direction for future research.
2.LITERATURE REVIEW
This section contains a brief review of literature on instruction theories, use of intelligent tutors in
teaching mathematics and learning analytics.
2.1.Theory of instructions in mathematics
Importance of sequencing learning tasks during instruction and during revision has been
researched and emphasized by many researchers [21,,33,34,35,36,43]. The instructional strategy
in which the learning tasks are presented in a group and delivered over a longer period is known
as blocked or massed practice [25]. In this type of instructions students are expected to solve
questions which require the same problem solving strategy. Students may master a concept
3. International Journal on Integrating Technology in Education (IJITE) Vol.5,No.2, June 2016
3
quickly during blocked practice but may fail to retain the mastery as well as may not be able to
develop meta-cognitive strategy. As discussed in [34], with blocked practice, students know the
problem solving strategy beforehand. Many a times, students do not read the complete problem
statement and solve the questions mechanically. When they are assessed in a formative
assessment, they may not be able to identify the correct problem solving strategy. Random
practice refers to an instructional strategy in which the tasks given for practice require all
different problem solving strategies. Students may not be able to connect links between any two
successive tasks and as a result, may not be able to learn during such practice sessions. Many
studies have proposed a strategy that balances between these two methods, which is termed as
interleaved practice. During this practice session, students practice one type of task for a short
duration then switch to a different task for another short duration. This practice develops
cognitive and meta-cognitive abilities in students and helps them to retain their
mastery[25,34,35]. This strategy is more effective than the blocked or random strategy, since
students are exposed to different types of problems and introduced appropriate strategies for each
type. During the practice session they are expected to map the correct strategy for each problem.
Assessments are a source of learning therefore assessment strategies and instruments should have
cognitive as well as motivational purpose [26,28,37,38,40]. Computer based assessments have
several advantages over paper based assessments [28]. They are available online providing access
to any number of students anytime and anywhere. They provide a wider range of assessment
techniques than the paper based assessments, such as inclusion of graphics and multimedia.
Student’s responses to the assessment questions can be numbers and texts as well as hotspot
clicking. Evaluation and feedback is given instantly by these systems [7]. More importantly,
software can generate questions randomly from a large question bank. Randomly generated tasks
in the assessment can be useful to assess students’ knowledge and ability to apply the correct
problem solving strategy [35]. This type of web-based assessment software can foster the student-
centered learning by engaging students in meaningful learning activities and by fostering skills of
independent learning [13].
Web-based assessment and practice lead students to have more control over their work and their
effort as they get the immediate feedback and instant scoring [12,27,29,30,32]. Though
effectiveness of intelligent tutors to teach algebra has been confirmed by many researchers
[8,12,18]. Some researchers also found that non-cognitive factors, such as affect towards
intelligent tutors have an impact on students’ learning [19]. Though timely feedback is a powerful
tool which can guide students in the correct direction, its effect is moderated by prior knowledge
[16]. When students have prior knowledge, they can interpret the feedback and take corrective
actions.
2.2.Intelligent tutors
The current and emerging technologies known by artificial intelligence techniques or intelligent
tutors have an advantage compared to other information technologies which support mathematics
instruction [12,18]. Intelligent tutors are developed by combining theories of cognitive science
and techniques of artificial intelligence and can be used to provide personalized learning
[3,4,6,24]. The knowledge space theory is applied to simulate abilities of an expert tutor in
tutoring systems, such as ALEKS [14].Built on the foundations of knowledge space theory, the
tutor can gauge the level of student’s understanding and can detect the correctness of student’s
next response on the basis of current response. The system can repeat a task sufficient number of
times to ensure that student has mastered it then repeat another task, thus generating a interleaved
sequence of tasks [34].
4. International Journal on Integrating Technology in Education (IJITE) Vol.5,No.2, June 2016
4
2.3.Learning Analytics
Learning management systems (LMS), intelligent tutors and other e-Learning systems generate
vast amount of user generated data. Learning analytics can be applied to provide learner feedback
and support, and detect early warning systems [20,22]. The objective of learning analytics is to
derive information which can reveal how students use the intelligent tutoring or other e-learning
systems and identify potential determinants of academic achievement. [17,20,10].Application of
methods of learning analytics can be a powerful means to inform and support learners, teachers
and their institutions in better understanding and predicting personal learning needs and
performance [20,44]. This analysis can reveal detailed information about different patterns of
learning activities, such as the rate at which learner is progressing in the learning environment,
under which circumstances their progress is accelerated or decelerated. Cluster analysis, decision
trees, artificial neural networks and support vector machines are some examples of techniques
used for analysis of such vast amount of data [11]. Cluster analysis involves statistical methods
which are commonly used for grouping cases which exhibit similar patterns of learning activities.
Cluster analysis techniques group cases and hence can be used as a tool for exploratory data
analysis. But this exploratory analysis is done without any subjectivity, hence it provides
unambiguous profiles of learning behavior [5,10].
3.RESEARCH CONTEXT
ALEKS maintains a record of a set of conceptual units that each student has mastered. This set is
termed as the knowledge state. A mathematics course may consist of chapters consisting of
coherent conceptual units, such as a chapter of application of percentages and geometry. If {a} is
a conceptual unit in the list of topics mastered and {b} is another conceptual unit not in that list,
then the path from {a} to {b} isfeasible if the conceptual unit a is a pre-requisite of the conceptual
unit b. The set of all such units like the unit b, form a set of units that the student is ready to learn
[11,14].
3.1.Components of ALEKS
An intelligent tutor system (ITS) has components responsible for each of the following tasks
storage and manipulation of domain knowledge, teaching strategies, communication methods and
a component which maintains information about student knowledge. It also has the learning
component and the control component [23]. The efficiency and sophistication of the first four
components determine the relevance of the tutor system in education.
3.1.1.Component of domain knowledge
This component is responsible for storage, manipulation and methods of reasoning with the
knowledge of some subject domain. ALEKS has developed predefined modules for basic and
intermediate courses in arithmetic, algebra, geometry and statistics. ALEKS provides the course
content through examples, explanation and problem solving strategies in a textual format.
Hyperlinks are embedded within the explanations which can be used for getting additional
explanation, such as mathematical definitions. It also uses interactive applets for drawing graphs
of equations. There are no issues noted with the accuracy of the content but the following issues
are noticed in the presentation of the content.
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(a) Ambiguous representation of numeric expressions: The system uses of the symbol ‘.’ to
represent multiplication of two numbers, which is read by students as the decimal point. Refer to
Figure -1.
Fig.1:Ambiguous representation of numeric expressions
(b) Static representation of solid figures in geometry: The system uses static representation for
three dimensional shapes which is no better than explanation given in any paper based textbook.
This is under-utlization of the powerful representation of digital media. It could be enriched with
powerful tools like simulation.
3.1.2.The teaching component
Any intelligent tutor system is expected to possess an ability to create individualized instructions
based on student’s background knowledge, level of cognitive development and learning style. [1]
as quoted in [23]. ALEKS has the ability to create individualized sequence of topics based on the
student’s background knowledge and level of cognitive development but the instructions are not
delivered using different multimedia format such as audio or video format.
3.1.3.Student Knowledge Component
This component is responsible for the diagnostic assessment and modeling of subsequent learning
profiles of each student. Upon registering into ALEKS, each student writes an initial or diagnostic
assessment. Each student’s learning progress is modeled in the form of a Pie. Refer to figure -2. It
also maintains logs of all learning activities including topics attempted and topics mastered.
Occasional progress tests are administered by ALEKS to detect retention of knowledge. After
each progress test, the previous learning score is adjusted. This mechanism provides accurate and
up to date model of student’s learning progress.
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Fig 2:ALEKS pie showing course content and Student progress
3.1.4.Communication component
This component is responsible for providing quality interface to students so that student can
understand how to use the program and avoid any kind of misinterpretation of any given
information. The following issue of misinterpretation is noted. According to the principles
knowledge space theory, before attempting any topic a student must master the pre-requisites of
that topic. There are not clear instructions presented on the home screen of the system about this
fact. If a student has mastered one topic out of 13 from the unit of Measurement, rather than
showing remaining 12 topics, only three topics are open for mastering on her Pie. Student often
misinterpret this representation as she only has to master three topics. This can be avoided with
an explanatory message about the un-attempted prerequisite topics from earlier chapters.
4.IMPACT OF ALEKS
In this section, a brief review of strengths and weaknesses of ALEKS in measuring different types
of knowledge is presented.
4.1.Strengths of ALEKS
The most important feature of ALEKS is that it designs a sequence of activities appropriate for
each student and allows the student to learn at his or her own pace. As a result it builds
confidence of problem solving [42].
ALEKS has the ability to generate and maintain detailed logs of each student over the complete
period of course delivery, which helps the teacher to identify each student’s strengths and
weaknesses. ALEKS generates and maintains logs of all student activities and shows the up to
date status of students’ progress. It also shows the three lists for each student describing what the
student can do, what is the student ready to learn and the topics attempted but not mastered by the
student. It is possible for instructors to monitor students’ learning activities periodically from
these lists and support students when necessary. Also students can monitor their own learning and
progress at their own pace by setting goals.
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4.2.Limitations of ALEKS
The software can measure student’s attainment of factual, semantic and procedural knowledge,
but it fails to measure meta-cognition, because student is not expected to demonstrate the strategy
used for problem solving. ALEKS assesses student’s learning only from the final answer
provided to each question. There should be some support for developing metacognition, such as,
knowing different strategies to solve a problem and ability to choose the right strategy to solve a
problem.
Though frequent progress assessments are administered by the software in order to facilitate
learning through assessments, students tend to avoid these automatic progress tests and often
request teachers to cancel it for them. It is due to two reasons: the system does not provide detail
feedback about the solution submitted during automatic progress tests and they have to relearn all
topics which are not retained in the progress test. Some questions in this assessment are taken
from the list of topics which a student has not yet mastered but the system finds that the student is
ready to learn. Inability to answer these questions, may have a negative effect on their confidence.
4.3.Data logs in ALEKS
In this section, a brief description of the ALEKS data logs is presented.
A student can log-in to the system with a purpose of mastering new topics or reviewing topics
which she has already mastered. These are recognized by the system as two modes of activity,
learning and reviewing. The system records details of each student’s log-in and log-out times, the
time spent by the student on progress assessment, and the mode of each activity. For each student
activity, the system keeps a record of the question set by the teaching component and student’s
response to the question. It also stores the feedback given by the teaching component. The system
allows teachers to generate their customized cumulative reports for their classes.
5.COURSE STRUCTURE
Two foundation courses covering basic arithmetic, algebra, geometry and statistics are delivered
using this software. Students use their iPads to access this program. The software provides
explanation and practice problems on each topic. Teachers use the same examples for classroom
discussion. Students are expected to master all topics as per their learning pace, which is a
formative assessment. There is a possibility of students getting external help in completing the
coursework. Therefore a comprehensive assessment is administered in class as a summative
assessment. This is an individualized progress tests based on what the student has mastered. After
this test, the software indicates which topics are retained by the student and which are not
retained. In the following discussion the variable CT denotes student’s marks in this
comprehensive assessment and the variable Pie_Mastery denotes the total number of topics
student mastered before the comprehensive test. Also there are other variables extracted from the
data log, which are as follows: student’s prior knowledge (denoted by the variable IA), number of
topics practiced by the student, total time spent on ALEKS.
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6.RESEARCH CONTEXT AND METHODOLOGY
In this section, the motivation for this research, the aim of the research and methodology are
presented.
A student may log in to the system but do not attempt to master a topic, this idle time is included
in the total time spent on ALEKS and may not provide accurate information about student’s
learning. In our preliminary analysis, no correlation was found between the total time spent and
the marks in the final exam. A weak positive correlation was found between the variable
representing average time per week and the final exam marks (FE). (r=0.177, Sig=0.188, α=0.05)
Refer to the following table 1:
Correlations
Final Exam
marksFE
Average time in
minutes per week
FE Pearson correlation 1 0.177
Sig. (2-tailed) 0.188
Table 1: Output of correlation analysis between time_spent and final exam marks (denoted by FE)
Also, time taken to master a topic is not significant as students are encouraged to learn at their
own pace. The system generated attributes may not provide accurate information about student’s
learning efforts therefore a derived attribute is defined to investigate learning patterns by taking
the ratio of the two variables number of topics mastered and number of topics practiced. This
ratio is represented by the variable mtop (which is an abbreviation of mastered_to_practiced). It
was found that there is a moderately strong, positive and significant correlation between the value
of mtop and student’s final exam marks (r=0.466, sig=0.0) [10]. A high value of this variable
indicates that a student is able to master most of the topics she is attempting to master, whereas a
low value indicates contrary. It is worth investigating factors which may yield a high value for the
variable mtop and consequently can facilitate not only learning but also retention of learning.
During initial exploratory investigation, it was found that students with a high value for the
variable mtop chose their topics sequentially [11]. In the next stage of analysis, data logs of two
students were examined. One student had low grades in the CT and another student had high
grades in the CT.
ALEKS represents daily activities, such as number of topics practiced and number of topics
mastered graphically as shown in figure -3 on the next page.
It can be seen from the above graphs, that student 1 (graph on the left) practiced 22 topics on
March 19 but mastered only 11, which indicates a low value for the ratio mtop. On the other
hand, the student 2 (graph on the right) has mastered almost all topics she practiced. Their
learning activities were analyzed in detail, by examining the sequence of topics chosen by each of
them. It was revealed that student 1 chose conceptual units from different chapters randomly,
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whereas student 2 completed units from one chapter and then moved to the next chapter. (Refer to
Appendix -1.)
Fig 3: Daily activities of two students ( Number of topics practiced and number of topics mastered.)
This research has the following aims:
1. Develop a model to determine which factors affect academic achievement.
2. Examine students’ perceptions about tutoring and cognitive effect of ALEKS and their
learning study habits.
3. Examine if their study habits and perceptions have effect on their ability master topics.
In this section description of the research methodology is given.
6.1.Data collection
Data was collected from two sources: data logs of ALEKS and student surveys. 58 students
participated in the survey. The survey consists of nine questions on the Likert scale from 1 to 5.
(1: Strongly disagree; 5: strongly agree).
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Table 2:Excerpt of the data log
The survey data was triangulated with the data collected from the ALEKS logs, which is
described next. A cumulative report was generated from 7-weeks data which included the
following information: total time spent, number of topics practiced and number of topics
mastered, score in the initial assessment (IA), score in the comprehensive test (CT) and a score in
the final exam (FE).
An excerpt of the data log is presented in the table -2. The ratio of these two variables,
represented by the variable mtop for each week, is used as an indicator of measure of ability to
learn independently. The data file consists of the same 58 students who participated in the survey.
All students were female students who learn English as their second language.
7.RESULTS AND DISCUSSION
This section contains description and results of data analysis methods applied for addressing each
research question.
7.1 Regression analysis
Multivariate linear regression analysis was done to address research question 1. It was found that
though single variable mtop is a significant predictor of final exam marks, it only explains 16% of
changes in the final exam. [10]. Therefore other predictors were examined through correlation
analysis and prior knowledge was found to be another significant predictor.
Students’ prior knowledge about the course is represented by the variable IA. The correlation
between IA and FE was found to be moderately strong and significant. (r=0.6, Sig=0.0, α=0.05).
There was no correlation found between IA and mtop, therefore further regression analysis was
done to examine how effectively these two variables can predict the final exam marks. The results
of step-wise regression analysis are shown in the following Table 3.
IA
(score in the
initial
assessment
CT
(Score in
the
coursework)
FE
(Marks in
the final
exam)
Time spent
in min)
Total
number of
Topics
mastered
Total
number of
topics
practiced
mtop =
36% 83% 71% 237 22 25 0.62
27% 61% 61% 38 4 4 0.80
28% 50% 32% 48 0 0 0.68
17% 65% 60% 288 26 27 0.89
23% 62% 60% 72 5 5 0.90
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Table 3:Regression models
Unstandardized Coefficients t Sig.
(Constant) 9.808 .840 .405
IA 0.649 4.855 .000
MeanMTOP 46.008 2.518 .015
Table 4: Regression weights
It can be seen from the table-3 that the model with two predictors shows improved correlation
between the predictors (IA and mtop) and the dependent variable (FE). (R2
= 42%). The
regression weights for independent variables are given in the table 4.
Thus the variable mtop is an important predictor of final grades. If the value of this variable is
less than 50%, then those students might be at risk of failing. They may need support not just in
understanding mathematics concept but also in understanding how to use the system effectively.
But it explains only 16% of variation in the final exam marks [10]. Whereas student’s prior
knowledge alone explains 35% variation in the final exams. Together these two independent
variables explain 42% variations in the final exam marks. The non-cognitive factors collected
from the surveys, were not found to be significant predictors of the final exam marks.
There are other factors affecting students’ ability to learn independently, such as poor language
skills and poor technology skills. Poor technology skills result into under-utilization of the
features of ALEKS.
7.2.Analysis of survey data
Data collected from surveys was tested for reliability and validity to address the research question
2.
Cronbach alpha score of reliability was found to be equal to 0.872, which is a high reliability
score. Kaiset-Meyer-Olkin test was applied to check the sampling adequacy and Bartlett’s test of
sphericity was applied to test inter item correlations. The sample size can be considered adequate
for performing factor analysis if the value of the KMO statistics is more than 0.6 and significance
value of Batlett’s test is less than 0.05 [9,15]. The value of this statistics the significance values
were found to be equal to 0.77 and 0.00 respectively. All tests were done using SPSS 23. .
Principal component analysis method was applied with Varimax rotation method. Each item was
loaded with a score at least 0.6. Two factors were extracted with 77% cumulative variance
explained [15], one factor measured students’ perceptions about tutoring effect of ALEKS and the
other factor measured students’ perceptions about cognitive effect of ALEKS. Refer to the output
in Appendix -2. Survey consisted one question about students’ study habit. Students chose one of
the following two options: I master all topics from one slice then move to the next slice and I pick
up any topic from any slice . The first choice indicates that student chooses topics sequentially
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and the second choice indicates that the student chooses topics randomly. In the following paper
these choices are referred to as sequential choice or random choice respectively. From the survey
responses, mean score for the two factors were calculated and a binary variable was used to
indicate the study habit. (1: Sequential choice, 2: Random choice of topics.)
Cluster analysis is applied to identify groups of people with similar attitudes. All data analysis
was done using SPSS 23.
Students were classified into clusters based on the mean values of the two factors identified
above: perception about tutoring effect and perceptions about cognitive effect and the variable
representing study habit. Values more than 3 indicate a positive perceptions about effects of
ALEKS. Two-step clustering method was applied since this method is appropriate when the
classification variable is continuous and the number of clusters is not known apriori [14]. The
software detected three clusters by applying the Log-likelihood method. If total number of topics
retained after the comprehensive test (CT) are not significantly less than the total number of
topics mastered before the test then, it can be concluded that student is able to retain her learning.
Accordingly, research question 3 was formulated into the following null and alternate hypotheses:
H01: There is no difference between total number of topics mastered and the CT score for students
in cluster 1.
H11: Total number of topics mastered and the CT score differed significantly for students in
cluster 1.
H02: There is no difference between total number of topics mastered and the CT score for students
in cluster 2.
H12: Total number of topics mastered and the CT score differed significantly for students in
cluster 2.
H03: There is no difference between total number of topics mastered and the CT score for students
in cluster 3.
H13: Total number of topics mastered and the CT score differed significantly for students in
cluster 3.
Paired sample t-test was applied to test each of these null hypotheses after selecting students from
each cluster step-by-step. (Level of significance is set to α=0.05 for all tests.)
The table 5 given below shows the cluster profiles, the number of cases in each cluster and results
of correlation and paired-sample t-tests for each cluster.
Cluster number 1 (Low) 2 (Medium) 3 (High)
Method of topic selection Random Sequential Rando
Mean score of
perceptions about
tutoring effect of ALEKS
2.18 4.11 4.19
Mean score of
perceptions about
cognitive effect of
ALEKS
2.65 4.00 4.07
Number of students in the
cluster
11 23 24
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Mean score of CT 62 71 61
Mean score of number of
topics mastered
71 80 78
Correlation between CT
and number of topics
mastered
0.307 (α=0.358)
Correlation is not
significant
0.425 (α=0.043)
Correlation is
significant
0.412
(α=0.045)
Correlation
is
significant
but slightly
weaker than
the
correlation
found in
cluster 2.
Result of paired sample t-
test
t= -0.702 (α=0.490)
The CT score is less
than the total
number of topics
mastered, but the
difference is not
significant.
t= -1.6 (α=0.125)
The CT score is
less than the total
number of topics
mastered, but the
difference is not
significant.
t= -2.233
(α=0.036)
The CT
score is less
than the
total
number of
topics
mastered,
and the
difference is
significant.
Table 5:Cluster profiles
Students in cluster 2 and 3 have positive perceptions about tutoring effects and cognitive effects
of ALEKS, but students in cluster 2 chose their topics sequentially whereas students in cluster 3
chose them randomly.
Students in cluster 1 felt that ALEKS did not have any tutoring or cognitive effect on their
learning, and they too chose their topics randomly. Overall, this group of students appear to be
less motivated and possessed unorganized study habits. They were able to retain their learning but
there is no statistical evidence to reject the null hypothesis H01. The difference in the number of
topics mastered before and after the CT was higher for students in cluster 2 as well, but difference
is not statistically significant, therefore the null hypothesis H02 is not rejected. The difference in
the number of topics mastered before and after the CT was higher for students in cluster 3 is
higher than that in other two groups and the difference is statistically significant, therefore the
null hypothesis H02 is rejected. In summary, it is found that though students who have positive
perceptions about tutoring and cognitive effects of ALEKS, if they choose their topics randomly,
they may not be able to retain their learning. In case of Students who have overall negative
perceptions about tutoring and cognitive effect of ALEKS, there is no statistical evidence to state
whether they retained their mastery of learning. But there is evidence to state that avoiding
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random choice of topics is a useful learning strategy. These findings are consistent with the
instructional theory of setting interleaved practice for long term learning in mathematics [34,43].
Instructors can monitor students’ learning activities and advise students about sequencing their
learning tasks as well as monitor their ability to master all topics that they choose to practice. This
guidance will not only improve students’ academic achievements, but also will develop a sense of
responsibility about their own learning.
8.CONCLUSION AND FUTURE DIRECTION
In this paper, we established the ratio of topics mastered to topics practiced mtop to measure
student’s ability to learn independently. This measure and students’ prior knowledge are
significant predictors of final exam marks. Students’ perceptions about tutoring and cognitive
effects of ALEKS as well as their methods of topic selection were measured using surveys.
Students were classified on the basis of these three non-cognitive factors. This classification
formed three groups of students as follows: negative perceptions and random choice of topics,
positive perceptions and random choice of topics and positive perceptions and sequential choice
of topics. A strong positive and significant correlation was found between the course mastery
before and after the comprehensive test for students in the cluster three. Though the results are
significant, they must be examined on a larger sample in order to generalize. This research will be
enhanced by testing the hypotheses on a larger sample.
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17. International Journal on Integrating Technology in Education (IJITE) Vol.5,No.
APPENDIX -1
Illustration of pre-requisite relationship between conceptual units and possible learning paths
International Journal on Integrating Technology in Education (IJITE) Vol.5,No.2, June
requisite relationship between conceptual units and possible learning paths
June 2016
17
requisite relationship between conceptual units and possible learning paths
18. International Journal on Integrating Technology in Education (IJITE) Vol.5,No.2, June 2016
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APPENDIX -2
SPSS output of factor analysis
Rotated Component Matrixa
Component
1 2
ALEKS encouraged me to think for myself. .909
ALEKS encouraged the development of my knowledge. .853
ALEKS made helpful comments on my work. .867
ALEKS provided helpful feedback on my work. .798
ALEKS sensed when I needed help. .539
ALEKS helped me master topics in advance. .649
ALEKS provided me with detailed explanation. .840
ALEKS is easy to use. .905
ALEKS is enjoyable and stimulating .661
Extraction Method: Principal Component Analysis.
Rotation Method: Varimax with Kaiser Normalization.
a. Rotation converged in 3 iterations.