The expansion of CAISM scoring method and establishment and application of service system

• Main Authors: LIN,CHANG-HONG, 林昌宏
• Other Authors: LIN,YUAN-HORNG
• Format: Others
• Language: zh-TW
• Online Access: http://ndltd.ncl.edu.tw/handle/62117356548469267642

碩士 === 國立臺中教育大學 === 數學教育學系 === 98 === This basis of this research will mainly focus on the analytical method “concept advanced interpretive structural modeling, CAISM” proposed by Lin, Hung, and Huang (2006) in its expansion and improvement on the scoring method as well as to establish suitable statistic calculation rules for polytomous items in attempt to broaden the application of CAISM. The researcher also developed an internet service system based on algorithms proposed by this paper and applied such system in researches on empirical data analysis in hope to provide a software tool for teachers or researchers in their teaching or research through its empirical application. The individualized concept hierarchical structure diagram from the result of the analysis may assist the teachers in gaining an understanding of the student’s knowledge in concepts and structure of concept cognition; in addition, the diagram can also help to discover the difficulties by the students in concept learning as well as to serve as a basis of reference for remedial teaching practice. Based on user’s survey and empirical research analysis, the results of this research were as follows. 1. The expanded CAISM through the scoring method was suitable for its applications in polytomous scoring data or mixed polytomous scoring data with broadened theoretical application; the results from the analysis helped to facilitate in both teaching practices and knowledge structure analysis. 2. Positive feedbacks by most of the users on the internet service system established by the research showed that such system can provide an accessible software tool with less limitation to time and place as well as its function in assisting its users to gain diagnostic messages on cognition with more efficiency. 3. The result of the empirical research showed the existence of difference in concept hierarchical structure diagram between 3 different groups (high, medium, low). 4. The result of the empirical research also showed the existence of difference in concept hierarchical structure diagram between task-takers with same total scores but varied response to items. Lastly, based on research discoveries and some findings, the researcher proposed relative suggestions for future applicable researches.