Concept diagram on the cognition diagnosis of statistics learning for university students

Authors:
Meng-Xian Tsai;Yuan-Horng Lin
Affiliations:
Department of Mathematics Education, National Taichung University, Taichung City, Taiwan;Department of Mathematics Education, National Taichung University, Taichung City, Taiwan
Venue:
ISCGAV'10 Proceedings of the 10th WSEAS international conference on Signal processing, computational geometry and artificial vision
Year:
2010

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Abstract

Statistics is an important course for university students because it is the foundation of quantitative research. The purpose of this study is to analyze the concept diagram of statistical concepts for university students. Methodology in this study is CAISM (concept advanced interpretive structural modeling). This method can not only present the personal concept structure by hierarchical diagram, but also calculate the magnitude of mastery on each concept. Empirical data comes form paper-and-pencil assessment of statistics course. The results also show characteristics of concept diagram for task-takers of different total score. It shows that task-takers of different total score have their own specific features of concept diagrams. Moreover, task-takers of same total score with different response pattern have distinct concept diagram. According to the results, it shows CAISM can provide useful information for cognition diagnosis. Finally, some suggestions and recommendations for future investigation are discussed.