Bayesian Approach to Analyze Reading Comprehension: A Case Study in Elementary School Children in Mexico

Abstract

In the educational field, reading comprehension is connected to learning achievement, and through it, one can interpret, retain, organize and value what has been read. It is an essential ability for the understanding and processing of information in learning. Furthermore, it is an essential skill to developing sustainable education. In this sense, sustainable development needs an advanced reading comprehension ability at elementary school in order to teach and learn future knowledge areas such as climate change, disaster risk reduction, biodiversity, poverty reduction, and sustainable consumption. Nevertheless, there have been few works focused on analyzing reading comprehension, particularly in Mexico, where the reference is the Programme for International Student Assessment (PISA) test on how well the Mexican students have developed this skill. Hence, this article shows the usefulness of employing Bayesian techniques in the analysis of reading comprehension at elementary school. The Bayesian network model allows for the determination of the language and communication level of achievement based on parameters such as learning style, learning pace, speed, and reading comprehension, obtaining an 85.36% precision. Moreover, the results confirm that teachers could determine changes in lesson planning and implement new pedagogical mechanisms to improve the level of learning and understanding contents.

Rubric-based Learner Modelling via Noisy Gates Bayesian Networks for Computational Thinking Skills Assessment

“…More recent works using BNs to model the learner knowledge in the context of ITSs include [8], who developed an ITS to help students acquire problem-solving skills in computer programming, and [9], who developed an automatic assessment method for students' engineering design performance using a BN model. Other recent works, such as [10], [11], support the construction ITSs based on BNs and further highlight the ever-present interest in BN techniques for ITSs. Building on these results, we focused our method on BN-based learner modelling.…”

“…Recent literature shows that BNs are among the most common tools for modelling student knowledge in ITS [7], however, in most works, a great deal of effort is devoted to building an ad-hoc network and eliciting its parameters [22], [23] or collect data from which they could be learned [8], [10], [11]. This effort and technical complexity might be one reason why most ITSs in the literature concern primarily technical domains.…”

The hierarchical cluster in the segmentation of mathematics and communication learning achievements

“…Conjuntamente, las áreas en referencia, (RODRÍGUEZ-BARRIOS et al, 2021), la comunicación desempeña un papel importante para el desempeño de las actividades en el área de la Matemáticas y no sea entendida simplemente como la transcripción de un lenguaje simbólico; el profesor, en este escenario, poseedor de códigos y un lenguaje matemático, predispone una comunicación a sus estudiantes para que las interacciones orales y escritas no se reduzcan simplemente a que el pequeñas respuestas de sí y no a preguntas formuladas por el profesor (GAIRÍN SALLÁN et al, 2019); gracias a la práctica de la comunicación, se desprenden los procesos de pensamiento, donde los estudiantes son estimulados a utilizar su propio lenguaje como lengua materna; de manera que el lenguaje de la matemática permite el proceso de construcción del pensamiento y no como una imposición del docente durante la práctica pedagógica.…”