The Drafting of Algebra Concept Test of Third Grade and Fourth Grade in Elementary School and the Error Type Analysis

• Main Authors: Tzu-Kuei Huang, 黃資貴
• Other Authors: Feng-Rung Hu
• Format: Others
• Language: zh-TW
• Published: 2011
• Online Access: http://ndltd.ncl.edu.tw/handle/45516763467746117264

碩士 === 國立臺中教育大學 === 教育測驗統計研究所 === 99 === The research aimed at elementary students’ comprehension situation of concepts of algebra to explore; the research subjects were the third grade and fourth grade students of elementary schools in Taichung City, and there were 572 valid samples. The test of concepts of algebra edited by the researcher was taken to do the test, and the results were analyzed via item analysis software TestGraf98 and statistical software SPSS; first of all, the testees’ performance situation in this test was analyzed, and the performance difference of testees of different grade and different gender in the algebra test was analyzed and explored; secondly, through the analysis of item option characteristic curves and error types that the testees answered to understand the difficulties that the testees encountered in the learning stage of algebra and the error types that the testees tended to make, and to provide teachers the reference of teaching design and remedial instruction. The research findings are as follows: 1. The students had pretty good performance in the research test; however, a greater problem occurred when they solved some items, such as: a gap-filling exercise with the requirement of listing the equation according to the item, and editing the words of item according to the gap-filling exercise of equation. 2. The F value of the interaction between students’ grade and gender in the algebra test did not achieve a significant level, but the grade factor’s main effect reached a significant level, showing that the fourth grade students’ performance in algebra test was conspicuously more excellent than that of the third grade students. 3. The MANOVA Wilks’ Λ value of the interaction between students’ grade and gender in the subtests of testing what they learned in the 1st grad, the 2nd grade, and the 3rd grade did not achieve a significant level, but the results of one-way MANOVA of grade variable’s main effect accomplished a significant level. The one-way ANOVA of grade variable achieved a significant level on the performance of three subtests, showing that the fourth grade students’ performance in all subtests was obviously more excellent than that of the third grade students. 4. The students did not understand very well about the meaning of an equal sign, formulation, the reciprocal concept of addition and subtraction, and the reciprocal concept of multiplication and division. The teacher shall strengthen students’ exercises in item analysis, and enhance students’ comprehension to the concept of equal sign via correct formulation; meanwhile, the teacher shall promote the students’ capability of analyzing the items, and introduce the concept of a checking calculation timely to consolidate the comprehension of the reciprocal concept once again.