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ERIC Number: EJ881259
Record Type: Journal
Publication Date: 2010-Feb
Pages: 15
Abstractor: As Provided
Reference Count: 24
ISBN: N/A
ISSN: ISSN-1470-3297
An Enhanced Learning Diagnosis Model Based on Concept-Effect Relationships with Multiple Knowledge Levels
Chu, Hui-Chun; Hwang, Gwo-Jen; Huang, Yueh-Min
Innovations in Education and Teaching International, v47 n1 p53-67 Feb 2010
Conventional testing systems usually give students a score as their test result, but do not show them how to improve their learning performance. Researchers have indicated that students would benefit more if individual learning guidance could be provided. However, most of the existing learning diagnosis models ignore the fact that one concept might contain multiple knowledge levels with different degrees of difficulty, and hence students might be guided in an inefficient and ineffective way. In order to provide more precise learning guidance to individual students, the study described in this paper uses an enhanced concept-effect model for diagnosing students' learning problems and providing learning advice. The experimental results from a mathematics course have demonstrated the utility and effectiveness of this innovative approach. (Contains 1 note, 2 tables, and 5 figures.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Elementary Secondary Education; Grade 4
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Taiwan