scholarly journals Measuring Arithmetic Word Problem Complexity through Reading Comprehension and Learning Analytics

Mathematics ◽  
2020 ◽  
Vol 8 (9) ◽  
pp. 1556
Author(s):  
Maria T. Sanz ◽  
Emilia López-Iñesta ◽  
Daniel Garcia-Costa ◽  
Francisco Grimaldo
Keyword(s):  
Reading Comprehension ◽  
Word Problems ◽  
Learning Analytics ◽  
Mathematical Concepts ◽  
Mathematics Problem Solving ◽  
Time To Build ◽  
Student Reading ◽  
Two Phases ◽  
The Relationship ◽  
Mathematical Operations

Numerous studies have addressed the relationship between performance in mathematics problem-solving and reading comprehension in students of all educational levels. This work presents a new proposal to measure the complexity of arithmetic word problems through the student reading comprehension of the problem statement and the use of learning analytics. The procedure to quantify this reading comprehension comprises two phases: (a) the division of the statement into propositions and (b) the computation of the time dedicated to read each proposition through a technological environment that records the interactions of the students while solving the problem. We validated our approach by selecting a collection of problems containing mathematical concepts related to fractions and their different meanings, such as fractional numbers over a natural number, basic mathematical operations with a natural whole or fractional whole and the fraction as an operator. The main results indicate that a student’s reading time is an excellent proxy to determine the complexity of both propositions and the complete statement. Finally, we used this time to build a logistic regression model that predicts the success of students in solving arithmetic word problems.

Adolescent Language: Models, Assessment, and Links to Reading

2019 ◽  
Author(s):  
Amanda Goodwin ◽  
Yaacov Petscher ◽  
Jamie Tock
Keyword(s):  
Reading Comprehension ◽  
Bifactor Model ◽  
Language Models ◽  
Multiple Group ◽  
Global Factor ◽  
Eighth Grade Students ◽  
Key Aspects ◽  
Future Work ◽  
The Relationship ◽  
Best Fit

Various models have highlighted the complexity of language. Building on foundational ideas regarding three key aspects of language, our study contributes to the literature by 1) exploring broader conceptions of morphology, vocabulary, and syntax, 2) operationalizing this theoretical model into a gamified, standardized, computer-adaptive assessment of language for fifth to eighth grade students entitled Monster, PI, and 3) uncovering further evidence regarding the relationship between language and standardized reading comprehension via this assessment. Multiple-group item response theory (IRT) across grades show that morphology was best fit by a bifactor model of task specific factors along with a global factor related to each skill. Vocabulary was best fit by a bifactor model that identifies performance overall and on specific words. Syntax, though, was best fit by a unidimensional model. Next, Monster, PI produced reliable scores suggesting language can be assessed efficiently and precisely for students via this model. Lastly, performance on Monster, PI explained more than 50% of variance in standardized reading, suggesting operationalizing language via Monster, PI can provide meaningful understandings of the relationship between language and reading comprehension. Specifically, considering just a subset of a construct, like identification of units of meaning, explained significantly less variance in reading comprehension. This highlights the importance of considering these broader constructs. Implications indicate that future work should consider a model of language where component areas are considered broadly and contributions to reading comprehension are explored via general performance on components as well as skill level performance.

Introduction

2018 ◽  
Author(s):  
Chris Jones
Keyword(s):  
Nineteenth Century ◽  
Old English ◽  
English Studies ◽  
Anglo Saxon ◽  
Political Events ◽  
Two Phases ◽  
Scholarly Contribution ◽  
Anglophone World ◽  
The Relationship

This introductory chapter contextualizes the philological study of language during the nineteenth century as a branch of the evolutionary sciences. It sketches in outline the two phases of poetic Anglo-Saxonism for which the rest of the book will subsequently argue in more detail. Moreover, the relationship between Anglo-Saxonism and nineteenth-century medievalism more generally is articulated, and historical analogies are drawn between nineteenth-century Anglo-Saxonism and more recent political events in the Anglophone world. Finally, the scholarly contribution of Fossil Poetry itself is contextualized within English Studies; it is argued that ‘reception’ is one of the primary objects of Anglo-Saxon or Old English studies, and not merely a secondary object of that field’s study.

Annealing effect on the optical and photoelectrochemical properties of lead oxide

2018 ◽  
Vol 84 (3) ◽  
pp. 30301 ◽  
Author(s):  
Wided Zerguine ◽  
Djamila Abdi ◽  
Farid Habelhames ◽  
Meriem Lakhdari ◽  
Hassina Derbal-Habak ◽  
...  
Keyword(s):  
Lead Oxide ◽  
Orthorhombic Phase ◽  
Heat Treatments ◽  
Photoelectrochemical Properties ◽  
X Ray Diffraction ◽  
Vis Spectroscopy ◽  
Size And Morphology ◽  
Two Phases ◽  
P Type ◽  
The Relationship

Effect of the annealing oxidation time of electrodeposited lead (Pb) on the phase formation of lead oxide (PbO) films is reported. The phase structure, optical properties, size and morphology of the films were investigated by scanning electron microscopy, X-ray diffraction and UV-vis spectroscopy. The relationship between structur and photoelectrochemical properties was investigated. Thin films of PbO produced via air annealing of electrodeposited lead consist of a mixture of two phases, orthorhombic (o-PbO) and tetragonal (t-PbO), that determine the material properties and effectiveness as absorber layer in a photoelectrochemical device. The proportion of tetragonal t-PbO increases for longer heat treatments. After 40 h, the sample consists mainly of tetragonal t-PbO. The p-type semiconducting behavior of lead oxide was studied by photocurrent measurements. Different heat treatments yield variations in the ratio of tetragonal to orthorhombic lead oxide that effect on device performances, where devices with a higher content of tetragonal t-PbO show higher photocurrent than with the orthorhombic phase.

scholarly journals Demystifying Learning Analytics in Personalised Learning

2018 ◽  
Vol 7 (3) ◽  
pp. 1124 ◽  
Author(s):  
Andino Maseleno ◽  
Noraisikin Sabani ◽  
Miftachul Huda ◽  
Roslee Ahmad ◽  
Kamarul Azmi Jasmi ◽  
...  
Keyword(s):  
Learning Environment ◽  
Learning Process ◽  
Learning Analytics ◽  
Educational Institutions ◽  
Learning Resources ◽  
Personalised Learning ◽  
Report Data ◽  
Overall Performance ◽  
The Relationship ◽  
Specific Learning

This paper presents learning analytics as a mean to improve students’ learning. Most learning analytics tools are developed by in-house individual educational institutions to meet the specific needs of their students. Learning analytics is defined as a way to measure, collect, analyse and report data about learners and their context, for the purpose of understanding and optimizing learning. The paper concludes by highlighting framework of learning analytics in order to improve personalised learning. In addition, it is an endeavour to define the characterising features that represents the relationship between learning analytics and personalised learning environment. The paper proposes that learning analytics is dependent on personalised approach for both educators and students. From a learning perspective, students can be supported with specific learning process and reflection visualisation that compares their respective performances to the overall performance of a course. Furthermore, the learners may be provided with personalised recommendations for suitable learning resources, learning paths, or peer students through recommending system. The paper’s contribution to knowledge is in considering personalised learning within the context framework of learning analytics. 

Exploring the Relationship Between Social Interaction, Cognitive Processing and Learning Achievements in a MOOC Discussion Forum

2021 ◽  
pp. 073563312110273
Author(s):  
Zhi Liu ◽  
Ning Zhang ◽  
Xian Peng ◽  
Sannyuya Liu ◽  
Zongkai Yang ◽  
...  
Keyword(s):  
Social Network ◽  
Social Interaction ◽  
Network Analysis ◽  
Cognitive Processing ◽  
Learning Analytics ◽  
Discussion Forum ◽  
Community Type ◽  
Eigenvector Centrality ◽  
Community Types ◽  
The Relationship

In the field of learning analytics, mining the regularities of social interaction and cognitive processing have drawn increasing attention. Nevertheless, in MOOCs, there is a lack of investigations on the combination of social and cognitive behavioral patterns. To fill in this gap, this study aimed to uncover the relationship between social interaction, cognitive processing, and learning achievements in a MOOC discussion forum. Specifically, we collected the 3925 participants’ forum data throughout 16 weeks. Social network analysis and epistemic network analysis were jointly adopted to investigate differences in social interaction, cognitive processing between two achievement groups, and the differences in cognitive processing networks between two types of communities. Finally, moderation analysis was employed to examine the moderating effect of community types between cognitive processing and learning achievements. Results indicated that: (1) the high- and low-achieving groups presented significant differences in terms of degree, betweenness, and eigenvector centrality; (2) the stronger cognitive connections were found within the high-achieving group and the instructor-led community; (3) the cognitive processing indicators including insight, discrepancy, and tentative were significantly negative predictors of learning achievements, whereas inhibition and exclusive were significantly positive predictors; (4) the community type moderated the relationship between cognitive processing and learning achievements.

Self-Efficacy Sources, Reading Self-Efficacy, Metacognitive Reading Strategies and Reading Comprehension Performance: A Correlational Study in Saudi EFL Context

2021 ◽  
Vol 7 (2) ◽  
pp. 19-35
Author(s):  
Muhammad Waleed Shehzad ◽  
Ishtiaq Hussain ◽  
Amer Akhtar ◽  
Saadia Fatima
Keyword(s):  
Reading Comprehension ◽  
Self Efficacy ◽  
Reading Strategies ◽  
Structural Equation ◽  
Physiological State ◽  
Positive Association ◽  
Efficacy Beliefs ◽  
Correlational Design ◽  
Metacognitive Reading Strategies ◽  
The Relationship

Abstract The intended aim of this research was to identify the connection of Self-Efficacy Sources (SES) and Metacognitive Reading Strategies (MCRS) with Reading Comprehension (RC) by deploying reading Self-Efficacy Beliefs (SEB) as a mediating construct. A correlational design was utilized. Proportionate stratified random sampling was deployed to select a sample of 383 Saudi EFL university learners. Questionnaires and a reading comprehension test were employed to gather the data. Structural equation modelling was used to test the relationships. Results indicated that SES were substantially associated with SEB except physiological state. Moreover, all the three MCRS showed significant and positive association with SEB. Also, SEB were substantially associated with RC. Regarding mediation, it was discovered that SEB mediated the relationship among SES and RC except one source, i.e., physiological state. Moreover, SEB mediated the association between all the three MCRS and RC. This study provides several implications for learners, teachers, and policymakers. Keywords: Metacognitive Reading Strategies, Self-efficacy Sources, Reading Self-efficacy Beliefs, Reading Comprehension, Saudi EFL Learners

Incidental specialised vocabulary acquisition: a case of incidental medical terms acquisition from students’ perspective

2021 ◽  
Author(s):  
Elham Abdullah Ghobain ◽  
Keyword(s):  
Negative Relationship ◽  
Extended Period ◽  
Focus Group Discussions ◽  
Group Discussions ◽  
Medical Terms ◽  
Significant Negative Relationship ◽  
Post Test ◽  
Two Phases ◽  
The Relationship ◽  
Technical Terms

This study observes a particular group of students learning medical terms (MT) implicitly through studying medical subjects. That is, based on the policy followed in the context of the study, students shall not receive any deliberate terms instruction. This paper investigates their experiences and attitudes towards acquiring MT in such a situation. Students’ acquisition and proficiency, hypothesizing a positive relationship between the two constructs, are self-assessed through pre- and post-test surveys. The surveys included 114 and 95 students in each phase, respectively. Prior to the surveys, focus group discussions were conducted, according to which the questionnaire was developed. A statistical correlational Pearson test was done to examine the relationship between students’ proficiency and incidental terms acquisition. The results indicated a significant negative relationship between the two constructs tested. The study also tested the effect of time on increasing acquisition through conducting a paired independent t-test between the two sets of data. The results found that a more extended period was significant to incidental acquisition. Overall, through comparing the means, modes, and medians in the two phases (pre- and post-test), the findings reveal an increase in the students’ terms acquisition volume. However, students seem not to favour the approach and still advocate explicit instruction for technical terms.

scholarly journals The Effects of Long-Term Vocabulary Instruction on Reading Comprehension: A Replication

1983 ◽  
Vol 15 (1) ◽  
pp. 3-18 ◽  
Author(s):  
Margaret G. McKeown ◽  
Isabel L. Beck ◽  
Richard C. Omanson ◽  
Charles A. Perfetti
Keyword(s):  
Reading Comprehension ◽  
Lexical Access ◽  
Fourth Graders ◽  
Vocabulary Instruction ◽  
Original Study ◽  
Word Knowledge ◽  
Comprehension Ability ◽  
Methodological Problems ◽  
The Relationship

A study that investigated the relationship between vocabulary instruction and reading comprehension was replicated and extended. The original study showed substantial gains in accuracy of word knowledge and speed of lexical access, but only marginal gains in comprehension. This latter result was attributable to methodological problems, and thus the comprehension measure was revised. In the present study, fourth graders were taught 104 words over a five-month period. Following instruction, these children and a group of uninstructed children matched on pre-instruction vocabulary and comprehension ability performed tasks to measure accuracy of word knowledge, speed of lexical access, and comprehension of stories containing taught words. Instructed children showed substantial advantage in all tasks. Reasons for these results, in contrast to studies that have failed to improve comprehension through vocabulary instruction, are discussed.

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