Effect of Different Instructional Methods on Error Types and the Underlying Dimensionality of the Test. Part I.
Abstract
Error Analyses performed on data sets revealed that students used a variety of rules of operation for solving the signed-number arithmetic problems. The data sets were obtained from an experimental study in which students were randomly assigned to study either of two lessons written on a computer-based education system. The two lessons used different conceptual frameworks; verbal stories and the number line. This paper deals with the early stages of learning in which the students applied different rules of operation. These systematic sources of variation in the data resulted in increased dimensionality. Moreover, the variety of algorithms (rules of operation) used by the students in both treatment groups supported the assertion that the two instructional methods were at least partially responsible for individual differences in information processing. (Author)
Document Details
- Document Type
- Technical Report
- Publication Date
- Feb 01, 1981
- Accession Number
- ADA108232
Entities
People
- Kikumi Tatsuoka
- Menucha Birenbaum
Organizations
- University of Illinois Urbana–Champaign