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Applying Misconception Domain and Structural Analysis to Explore the Effects of the Remedial Teaching
Author： Tian-Wei Sheu, Tzu-Liang Chen, Jian-Wei Tzeng, Ching-Pin Tsai, Hsiu-Jye Chiang, Ching-Ling Chang and Masatake Nagai
Keyword： Misconceptions’ Domain， Rasch model GSP chart， GRA， ISM， GSM， Rough set
Summary： This paper combines the Misconceptions’ Domain,the Rasch model Grey Student-Problem (GSP) chartbased on Grey Relational Analysis(GRA), InterpretiveStructural Model (ISM), Grey Structural Model (GSM)method and Rough set method as model, which ispractically applied to the mathematics tests inelementary schools. The participants are fifteen studentsof the fourth grade from an elementary school in centralTaiwan. The assessment tool is the items designed byteachers. The effectiveness of this model in mathematicteaching are: The comparison of the Rasch model GSPgraph for pretest and posttest showed that through thechanges of the students’ average score and the itemsdifficulties from Rasch Line = 0.5, researchers candetermine how effective the remedial teaching is. And,applying the combination of the caution index andRasch model GSP chart, researchers can effectivelyidentify the Misconceptions’ Domain. According toMisconceptions’ Domain, based on the GSM methodand Rough set method, researchers can build up thestructure of misconceptions. In addition, the interactionof ISM structural graph and misconceptions provide theguidance for teachers to target certain difficult conceptsduring remedial teaching. By comparison of the ISMstructural graph of concepts with before and afterremedial teaching, researchers can know whichmisconception had disappeared, and whichmisconceptions need to be taught again. Based on thestructural graph, the teacher can focus on more difficultconcepts and enhance the ability of students by remedialteaching. The most important is although using smallsample, and small number of items, the study stillsystematically point out the required supplementconception structure.
Journal of Grey System(Volume 16)