Online individualised tutor for improving mathematics learning: a cognitive diagnostic model approach

• Published in: Educational psychology (Dorchester-on-Thames) Vol. 39; no. 10; pp. 1218 - 1232
• Main Author: Wu, Huey-Min
• Format: Journal Article
• Language: English
• Published: Dorchester-on-Thames Routledge 26.11.2019; Taylor & Francis Ltd
• Subjects: CAI; Cognitive diagnostic model; Cognitive style; Comparative Analysis; Computer assisted instruction; Computer Assisted Testing; computer-based assessment; Diagnostic Tests; Elementary School Students; Experiments; Feedback (Response); Foreign Countries; Fractions; Goodness of Fit; Grade 4; Individualized Instruction; Instructional Effectiveness; Intelligent Tutoring Systems; Intermediate Grades; Item Analysis; Learning; math; Mathematics education; Mathematics Instruction; Pretests Posttests; Remedial education; Remedial Instruction; Remedial Mathematics; Remedial Programs; Teaching Methods; Taiwan
• ISSN: 0144-3410; 1469-5820
• DOI: 10.1080/01443410.2018.1494819

Based on a cognitive diagnostic model, an online individualised tutor program was developed in this study. An experiment was conducted in practical educational settings exploring the effectiveness of the online individualised tutor remedial program based on the diagnostic reports of the cognitive diagnostic model. The methodology of this study was a non-equivalent quasi-experimentation design, and the unit- fraction was used as an example in the field experiment. The sample subjects were 84 fourth grade students chosen from the elementary schools. The results showed that the online individualised tutor program outperformed the traditional remedial instruction program. The online individualised tutor program was beneficial for all students, especially for medium- and low-achieving students.