A Study of Applying Diagnostic Testing and Remedial Instruction to After-school Tutoring: a Case Study of the One-variable Linear Equations Unit

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题名:	A Study of Applying Diagnostic Testing and Remedial Instruction to After-school Tutoring: a Case Study of the One-variable Linear Equations Unit
作者:	Chih-Ying Lin
贡献者:	Department of Computer Science and Information Engineering
关键词:	diagnostic test;remedial instruction;adaptive learning;underachievers;after-school tutoring
日期:	2011
上传时间:	2011-09-30 01:53:29 (UTC+0)
出版者:	Asia University
摘要:	The main purpose of the study is to help underachievers learn efficiently in after-school tutoring. Therefore, a novel approach is proposed to diagnose students’ misconceptions. Tutors also use adaptive remedial instruction to strengthen subjects’ ability about solving mathematical questions. The major problems of this study are described as follows: 1. Can underachievers’ misconceptions be identified by using the proposed diagnostic method? 2. Can the learning performance be promoted by using the proposed remedial instruction? The methodology of case studies is adopted in this work. We design five types of easy and convenient diagnostic strategies. At first, volunteer tutors use diagnostic strategies to find out students’ misconceptions simply, and then adopt adaptive remedial instruction to teach students. There are eight types of instructional methods. It depends on students’ learning traits for tutors to choose instructional methods. We analyze the results of the experiments and interview records. Comparing the result of the posttest with the diagnostic test, it is found that the subjects raise the correctness ratio over twenty percent. The remedial instruction is adaptive. When teachers adopt proper methods, students would take interest in mathematics learning. The main findings of this study are as follows: Teachers could grasp students’ situation in limited time if they arrange diagnostic tests properly and choose representative questions as diagnostic tests. Students would learn better after teachers identify their misconceptions and teach them adaptively.
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