A Study on the Student Type Classification for Quality Improvement of Education and Educational Interactive Communication

Author(s):

Michiko Tsubaki (presenting / submitting) Masaki Kudo Syuhei Haraga

Conference:

ECER 2012

Network:

11. Educational Effectiveness and Quality Assurance

Format:

Paper

Session Information

11 SES 01 A, Quality of Student’s Performance

Parallel Paper Session

Time:

2012-09-18

13:15-14:45

Room:

FCT - Aula 1

Chair:

Samuel Gento

Contribution

In the educational process, the professor teaches and the students learn simultaneously. On the other hand, however, because students have heterogeneity (individual differences), the growth of internal knowledge from the same lesson varies among individual students. In addition, because the professor’s lesson and the students’ learning occur simultaneously, if the professor does not prepare the lesson well, or if each student does not prepare and review the lesson, in consideration of heterogeneity, the teaching and learning in the lesson will not be substantial. Cronbach refers to this characteristic as aptitude-treatment interaction (ATI), in which the effects of the lecture methods, details of contents, and materials vary according to the learners’ aptitudes (see Cronbach, 1957; Cronbach & Snow, 1977). Therefore, an analysis of educational effectiveness, taking into consideration the student’s heterogeneity, leads to a deeper understanding of the teaching and learning process (Snow, 1986).

Tsubaki and Iwasaki(2011) proposed the method for measuring and analyzing the educational effectiveness by student type. Further, Tsubaki and Oya(2011) proposed the analytical system based on the method by Tsubaki and Iwasaki(2011).

In this paper, we study the heterogeneity of the learning of students by analyzing the text data written by students about “Positioning of lectures,” “Learning style,” “Satisfaction derived from lectures” using KeyGraph.

We show our research questions.

1. Please write how lecture is the ideal lecture for you with your experiences at the university, the junior high school or the high school.

2. Please write the positioning of this lecture in lectures of your department.

3. What did you think that you could learn and use the things you learned in the future when you read the syllabus of the lecture and attended the first guidance of the lecture?

4. Do you feel that the teacher wants students to acquire what kind of thing through this lecture?

5. What acquirement satisfies you by this lecture ?

6. Please write your everyday learning-style and your learning-style before examinations?

Please write about a way of the review of the practice you solved during lecture and the effect of the practice.

7. Items about the satisfaction

・ The level that you want to learn

・ Satisfaction of the lecture as a whole

・ Satisfaction for lecture contents

・ Satisfaction for the lecture constitution

・ Satisfaction of the teacher

・ Satisfaction of a thing provided from the blackboard demonstration except the textbook and the words of the teacher

8. What do you think that both the teacher and students should do in order to rise the satisfaction rises?

We analyzed the learning-styles and satisfactions by level types (80-100, 60-79, 40-59, 0-39 points)of scores of examination. Further, we study the teaching method to students with heterogeneity by the educational interactive communication.

Method

In this study, we use the KeyGraph as the analytical method. Key Graph is an algorithm proposed by Osawa(2003) in order to find new knowledge (chance) that we could not understand by usual text mining tool. Further, in this paper, we analyze the educational effectiveness and learning styles of a class given in 2011, Probability and Statistics, as an applied example. The Probability and Statistics course has been introduced in the second year of the Department of Mechanical Engineering, at the University of Electro-Communications. The number of students attending the class is 78. Students answered each question shown in Proposal information using approximately 300 characters in the form on Web( Google document). 　Then, in this paper, we analyze the text data of approximately 150,000 characters　 of 78 students about “Positioning of lectures,” “Learning style,” “Satisfaction derived from lectures”. Therefore, we could analyze the heterogeneity of “Positioning of lectures,” “Learning style,” “Satisfaction derived from lectures” by level types (80-100, 60-79, 40-59, 0-39 points) of scores of examination.

Expected Outcomes

In the educational process, the professor teaches and the students learn simultaneously. On the other hand, however, because students have heterogeneity (individual differences), the growth of internal knowledge from the same lesson varies among individual students. In addition, because the professor’s lesson and the students’ learning occur simultaneously, if the professor does not prepare the lesson well, or if each student does not prepare and review the lesson, in consideration of heterogeneity, the teaching and learning in the lesson will not be substantial. We analyzed the heterogeneity of “Positioning of lectures,” “Learning style,” “Satisfaction derived from lectures” by level types (80-100, 60-79, 40-59, 0-39 points) of scores of examination by KeyGraph in detail. Therefore, we could analyze the educational effectiveness of the lecture with simultaneity of teacher’s teaching and students’ learning and the heterogeneity of students’ learning. Furthermore, we investigate the effective of the educational interactive communication to each level types of scores of examination.

References

Cronbach, L. J. (1957) The Two Disciplines of Scientific Psychologist, American Psychologist, 12, 671-684. Cronbach, L. J. & Snow, R. E. (1977) Aptitudes and Instructional Methods: a handbook for research on interactions. New York: Irvington. Snow, R. E. (1986) Individual Differences and the Design of Educational Programs, American Psychologist, 41, 1029-1039. Tsubaki,M. and Iwasaki,A. (2011): Verification of Measurement and Prediction Precision on an Analysis Method of the Educational Effectiveness According to the Student Types Using a Bayesian Network, Journal of Japan Educational Information ,Vol.26, No.4, 25-36. Tsubaki,M. and Oya,T.: Analytical System of Educational Effects Considering the Learners’ Individual Differences, Proceedings of European Conference on Educational Research (ECER) 2011, N11-753 (2011). Tsubaki,M. and Kudo,M.(2010): A Study on Proposal and Analysis of Models Measuring Educational Effects for Assurance of Education Quality and Improvement of Student Satisfaction", International Journal of Education and Information Technologies, Vol.5, 113-122. Guba E.G. & Lincoln Y.S.(1989) : Fourth Generation Evaluation, Sage Publications Tsubaki,M. Kikuchi,Y. and Kobayashi,T. (2008): A Study on Modeling and Analyzing the Individual Differences from Teaching to Learning, Proceedings of European Conference on Educational Research (ECER) 2008, N22-727.

Author Information

Michiko Tsubaki (presenting / submitting)

The University of E#lecrto-Communications

Department of Informatics

Tokyo

Masaki Kudo

The University of Elecrto-Communications, Japan

Syuhei Haraga

The University of Elecrto-Communications, Japan

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