Competitive Learning Using a Three-Parameter Logistic Model

Abstract

The purpose of this paper is to analyze the test applied at the eighth Statistics II tournament to students from the University Center for Economic and Administrative Sciences of the University of Guadalajara, for the purpose of determining whether it promotes competitive learning among students. To achieve this, Item Response Theory (IRT) is used, specifically in the form of a threeparameter logistic model. The findings show that approximately 20 % of the participating students performed at a level ranging from outstanding to satisfactory, while the rest had a performance that fell between regular and poor. The findings also indicate that participating students were motivated by academic competition and the opportunity to improve their skills in the area of statistics. Moreover, we concluded that the tournament's assessment instruments need to be substantially improved in terms of design and the content of the items.

Diagnosis of the reading and interpretation of statistical graphs by undergraduate students from economic-administrative sciences programs at the University of Guadalajara

“…The average Statistics I grade for those competing in the tournament is also around 50%. In 2017,(Coronado, Sandoval, Celso, & Torres, 2018a, 2018b analyzed the results of the tournament, applying Rasch logistical models with the objective of determining whether this academic event effectively fosters an elevated level of statistical learning and performance and promotes competition among students. Only 13% of the students in the Statistics I competition demonstrated an acceptable level of statistical knowledge.However, the 20-item multiple choice test used in the tournament did not include items to measure student understanding of graphs.…”