Assessment of Mathematical Proficiency Development of Grade 7 Students Using an Automated Feedback System through Machine Learning
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Abstract
The present study was intended to compare the development of mathematical proficiency with the automated feedback system and distinct levels of mathematical proficiency and to investigate the interaction between the automated feedback system and different levels of mathematical proficiency among students affecting the development of mathematical proficiency. In terms of research methodology, an experimental design with a randomized controlled trial was adopted in this study, and the samples were 156 Grade 7 students. The instrument was an online mathematical proficiency test on the topic of Number and Algebra Strand through the web application named “Automated Feedback System through Machine Learning” developed by the researchers. This so-called system could measure two dimensions of mathematical proficiency, namely mathematical procedures (MAP) and structure of learning outcome (SLO). The statistics employed to compare the development of mathematical proficiency and examine the interaction between two aspects was two-way MANOVA.
The results showed that the automated feedback system and different levels of mathematic proficiency had a different effect on the development of mathematical proficiency at a statistical significance level of .01. On the interaction between students’ levels of mathematical proficiency and the automated feedback system affecting their development, such an interaction was discovered to affect the students’ development of mathematical proficiency in the SLO dimension at a statistical significance level of .01. On the other hand, no interaction was found to influence such development in the MAP dimension.
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หากผู้เสนอบทความมีความจำเป็นเร่งด่วนในการตีพิมพ์โปรดส่งลงตีพิมพ์ในวารสารฉบับอื่นแทน โดยกองบรรณาธิการจะไม่รับบทความหากผู้เสนอบทความไม่ปฏิบัติตามเงื่อนไขและขั้นตอนที่กำหนดอย่างเคร่งครัด ข้อมูลของเนื้อหาในบทความถือเป็นลิขสิทธิ์ของ Journal of Inclusive and Innovative Education คณะศึกษาศาสตร์ มหาวิทยาลัยเชียงใหม่
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