Effect of Intelligence Tutoring System on Students' Achievement in Algebraic Expression
In this quasi experiment study, an Intelligent Tutoring System (ITS), was compared to the Computer Assisted Instruction (CAI) in tutoring students to learn the topic on Algebraic Expression. The ITS system consisted of two main structures in the architecture, the Student Model and Tutorial Model....
Saved in:
| 主要作者: | |
|---|---|
| 格式: | Thesis |
| 語言: | English English |
| 出版: |
2007
|
| 主題: | |
| 在線閱讀: | http://psasir.upm.edu.my/id/eprint/9400/1/FPP_2007_2.pdf |
| 標簽: |
添加標簽
沒有標簽, 成為第一個標記此記錄!
|
| 總結: | In this quasi experiment study, an Intelligent Tutoring System (ITS), was
compared to the Computer Assisted Instruction (CAI) in tutoring students to learn
the topic on Algebraic Expression. The ITS system consisted of two main
structures in the architecture, the Student Model and Tutorial Model. The Student
Model stores student's responses throughout the tutorial process while the Tutorial
Model presents a suitable tutoring strategy to students according to their progress.
In order to identify the effect of ITS on student's achievement, 62 students in one
of the private school in Perak were involved in the study. The Subjects consist of
two intact groups. The groups were randomly assigned as the control group and
the experimental group. One of the group studied algebraic expression in a CAI learning environment, while the other were in a CAI and ITS (CAI+ITS)
environment.
Before the experiment began, subjects were given a pre-test on algebraic
expression, together with questionnaires of learning style and attitude towards
mathematics. Post-test was given by the end of the study. The study was
administered in eight slots with one hour per slot. Both groups of subjects studied
the algebraic expression in CAI environment at first stage of the study. After
completing the first stage, subjects from CAI group went through a tutoring
session with CAI, whereas subjects from the CAI+ ITS environment continue their
study in ITS tutorial. |
|---|