- 期刊
高中數學之電腦化適性診斷與學習系統─以矩陣單元為例
Adaptive Diagnostic & Learning System based on the High School Math: Matrix Unit
摘要
How to detect the blind spot on learning process of students, and be corrected, to assist them into new heights, was the key point of education. Therefore, we set up the expert knowledge structure and corresponding items bank for each concept of the ”Matrix” unit of high school, in order to build up the computerized adaptive optional question test and diagnostic systems. The systems were easy to operate and suitable for computer and mobile use, which could increase manpower flexibility and reduce time-burden. Through the saving item rate test, we found that:(1)The pretest average item numbers were 16.33 under the prediction accuracy of 96.31%, at a savings of approximately 14.05% items.(2)The average applied to the measured number of items to 14.80 by the prediction accuracy of 90.25%, at a savings of approximately to 22.11% items.(3)The post-test average items number were 14.10, when the prediction accuracy of 95.79%, at a savings of approximately 25.79% of the questions.(4)Average number of questions were 12.39 when the prediction accuracy of 90.59%, at a savings of approximately 34.79% of the questions.Further, the adaptive testing system could diagnose high school students' learning situation of ”Matrix” unit, and distinguished one's own blind spots, which will be supplemented by targeted remedial teaching. After adjusted by pretest score, the posttest score demonstrated that computerized adaptive testing group is 4.579 higher than paper-based testing group (P＜0.05). The groups are characterized by significant differences in pre-posttest which posttest score is 20+ higher than pretest score (P＜0.05). Besides, the adjusted posttest score also showed that computerized adaptive test systems is 10.161 significant higher than traditional group remedial teaching. The outcomes given above is sufficient to prove that remedial teaching has significantly helped to enhance learning efficiency, and the effectiveness of computerized adaptive test systems was better than the traditional group remedial teaching style.
並列摘要
How to detect the blind spot on learning process of students, and be corrected, to assist them into new heights, was the key point of education. Therefore, we set up the expert knowledge structure and corresponding items bank for each concept of the ”Matrix” unit of high school, in order to build up the computerized adaptive optional question test and diagnostic systems. The systems were easy to operate and suitable for computer and mobile use, which could increase manpower flexibility and reduce time-burden. Through the saving item rate test, we found that:(1)The pretest average item numbers were 16.33 under the prediction accuracy of 96.31%, at a savings of approximately 14.05% items.(2)The average applied to the measured number of items to 14.80 by the prediction accuracy of 90.25%, at a savings of approximately to 22.11% items.(3)The post-test average items number were 14.10, when the prediction accuracy of 95.79%, at a savings of approximately 25.79% of the questions.(4)Average number of questions were 12.39 when the prediction accuracy of 90.59%, at a savings of approximately 34.79% of the questions.Further, the adaptive testing system could diagnose high school students' learning situation of ”Matrix” unit, and distinguished one's own blind spots, which will be supplemented by targeted remedial teaching. After adjusted by pretest score, the posttest score demonstrated that computerized adaptive testing group is 4.579 higher than paper-based testing group (P＜0.05). The groups are characterized by significant differences in pre-posttest which posttest score is 20+ higher than pretest score (P＜0.05). Besides, the adjusted posttest score also showed that computerized adaptive test systems is 10.161 significant higher than traditional group remedial teaching. The outcomes given above is sufficient to prove that remedial teaching has significantly helped to enhance learning efficiency, and the effectiveness of computerized adaptive test systems was better than the traditional group remedial teaching style.