The discriminative learning gain: a two-parameter quantification of the difference in learning success between courses

Direnga, Julie; Timmermann, Dion; Kieckhäfer, Ferdinand; Brose, Andrea; Kautz, Christian

doi:10.1080/22054952.2018.1553357

Cited by 3 publications

(2 citation statements)

References 13 publications

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“…Trata-se de uma métrica bastante utilizada e referenciada quando se busca avaliar a eficácia do ensino, de uma determinada metodologia, etc. (DIRENGA et al, 2018).…”

Section: Ganho Normalizado De Aprendizagem (G)unclassified

Investigação dos impactos nas concepções não-newtonianas de licenciandos e egressos de Física em relação aos conceitos de Força e Movimento

Uibson

Frei

2023

Ciênc. educ. (Bauru)

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Resumo: Persistem no ensino de Física práticas consideradas tradicionais e que pouco contribuem para a aprendizagem dos alunos. Assim, este artigo teve por objetivo conhecer as concepções não-newtonianas de licenciandos e egressos de um curso de Licenciatura em Física com relação aos conceitos de Força e Movimento, além de analisar possíveis impactos nessas concepções quando os alunos foram expostos a uma Simulação Computacional e a uma apostila, aplicados nas mesmas condições (de forma livre e por curto intervalo de tempo). Trata-se de uma pesquisa quantitativa de delineamento quase-experimental com grupo controle e experimental. Em ambos os grupos foi aplicada uma versão reduzida Force Concept Inventory (FCI) na construção dos dados, tanto no pré-teste quanto no pós-teste. Além das análises das concepções, foi utilizado o ganho normalizado de aprendizagem e o tamanho do efeito. Os resultados indicam que, em média, os tratamentos propostos não influenciaram significativamente as concepções dos alunos.

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“…Trata-se de uma métrica bastante utilizada e referenciada quando se busca avaliar a eficácia do ensino, de uma determinada metodologia, etc. (DIRENGA et al, 2018).…”

Section: Ganho Normalizado De Aprendizagem (G)unclassified

Investigação dos impactos nas concepções não-newtonianas de licenciandos e egressos de Física em relação aos conceitos de Força e Movimento

Uibson

Frei

2023

Ciênc. educ. (Bauru)

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“…(2017) analysed self reports and academic performance of students for detecting the learning styles of students. Direnga et. al.…”

Section: Corresponding Authormentioning

confidence: 99%

Item Analysis Technique for improving Course Outcome Attainment

Raja¹,

Abirami²

2022

JEET

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It has become a challenging task to derive information on attainment of cognitive skills by analysing students’ performance. There are certain subjective critical factors such as understanding of basic concepts, quality of teaching, quality of question papers, and the mode of evaluation, which influence of students accomplishment. The authors feel that it is necessary to examine the attributes of end semester examination question papers. It is essential to assess the type of questions posed in the examinations using the statistical techniques and measures. This paper analyse the analysis of quality of questions used in the end semester examinations. The proposed methodology uses ‘item analysis’ technique for improving the course outcome attainment. Statistical results indicate that the question setters may consider the resulted norms while examining the students by standardizing the assessment questions, which in turn yield better academic performance by students. Keywords: Item Analysis, Course Outcome Attainment, Student Performance, Question Paper Quality

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Cube test applied to the study of orthogonal projections: spatial development promoted by Qubism 3D Modeling

Chivai

Soares

Catarino

2022

Open Education Studies

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Education benefits from the globalization of effective tools that facilitate student learning. Education in Mozambique is still traditional without any technological resources, such as computers, data show, applied software and smartphones. This traditional model drives some difficulties in 3D perception in technical drawing (TD) subjects. Technological tools with 3D visualization allow the enhancement of the learning process in an interactive and innovative way, giving the teacher the power to select the most appropriate technological resource for the desired subject. Qubism 3D modeling (Q3DM) and the cube test (CT) are the technological resources selected for this study, as they present usability features capable of promoting 3D spatial skills in the study of orthogonal projections (OP). The research was conducted in a secondary school in southern Mozambique, it is a quasi-experimental case study, supported by a mixed quantitative and qualitative approach. The instruments used were a pre-test and a post-test applied to two groups of students; one experimental and one control. Fifty students solved practical exercises on OP and their level of spatial visualization was measured with the CT. The study aims to investigate whether the use of Q3DM as a teaching-learning tool promotes 3D spatial visualization of objects in the context of technical drawing. From the analysis of the CT results it is inferred that the students who used Q3DM had better results on the cube test.

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The discriminative learning gain: a two-parameter quantification of the difference in learning success between courses

Cited by 3 publications

References 13 publications

Investigação dos impactos nas concepções não-newtonianas de licenciandos e egressos de Física em relação aos conceitos de Força e Movimento

Investigação dos impactos nas concepções não-newtonianas de licenciandos e egressos de Física em relação aos conceitos de Força e Movimento

Item Analysis Technique for improving Course Outcome Attainment

Cube test applied to the study of orthogonal projections: spatial development promoted by Qubism 3D Modeling

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