Authors: Rong Zhang, Kotaro Hirasawa
Addresses: Department of Computer Design Technology, Nishinippon Institute of Technology, 1-2-11, Muromachi, Kokura-kita, Kitakyushu, Fukuoka 803-8787, Japan. ' Graduate School of Information, Production and Systems, Waseda University, 2-7 Hibikino, Wakamatsu-ku, Kitakyushu, Fukuoka 808-0135, Japan
Abstract: Teaching effectiveness can be improved through the categorical organisation of course plans. Allocating students to appropriate courses helps to reduce variations in learning activities and thereby enhances the capability and efficacy of an education programme. How much students benefit from a course should be treated as the most crucial criterion for judging the workability of any course arrangement. Pre-course test scores (t) and post-course score changes (d) are of crucial significance for student classification because they offer evidence for teachers| judgements in the selection of teaching material and pedagogical methods by indicating the knowledge that students have before the course study begins and the potential scholastic progress to be achieved. This paper presents a quantitative study of students| t and d in a remedial English programme. It demonstrates a reciprocal algorithm between these two exposures and justifies a modified logistical model as the applicable learning curve, with the hope of explaining their interaction more accurately.
Keywords: student classification; logistic learning curves; prior knowledge; scholastic performance; teaching effectiveness; course allocation; teaching material; pedagogical methods; student performance; course planning.
International Journal of Continuing Engineering Education and Life-Long Learning, 2010 Vol.20 No.6, pp.517 - 531
Accepted: 26 Jul 2010
Published online: 30 Dec 2010 *