Evaluation of Pre-assessment Method on Improving Students Performance in Complex Analysis Course
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Notice bibliographique
Résumé
Engineering mathematics has always been the fundamental and important courses in engineering curriculum. Engineering students are required to understand the fundamental of mathematics and apply this knowledge to solve real world problem. The requirement for engineering mathematics for the different branches of engineering is more or less the same at the first and second year level but tend to be more specific and complicated at the later years. Problem started to occur when students lack the fundamental knowledge of mathematics and unable to grasp the higher level of mathematics. One such course is Complex Analysis, which is one of the compulsory course for the third year electrical engineering students at the University Kebangsaan Malaysia, UKM. The course requires the students to be able to understand, analyse and apply the complex concepts and techniques in solving practical electrical engineering problem. However, previous results for different batch of students revealed that most students taking the course had fundamental problem in understanding the new concept although such concepts were built upon on the fundamental mathematics learned in the first year. Thus the objective of this study is to improve student’s performance by assessing systematically student’s level of understanding on a particular topic in the complex analysis course using the Rasch measurement technique. Students were given pre-midsem test with the combination of different question related to the learning outcomes of the course. The result of the pre-midsem test were then analysed using the Rasch measurement and the correlation level between the performance of each student and question was identified..Rasch measurement was able evaluate the validity of the intended question given and classifying the students according to their level of understanding on the course.. Preliminary findings indicated that majority of the students have problems with contour integral especially the use of the Cauchy-Goursat theorem in solving application problem. With this early identification, the existing method of teaching on the particular topics needs to be adjusted and re-evaluated. From this study, some suggestions were put toward for future improvement in the teaching and learning of the Complex Analysis course.
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,003 | 0,000 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,001 |
| Études des sciences et des technologies | 0,000 | 0,000 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,000 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,000 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découle