Performance models of undergraduate students on computer-assisted instruction in elementary logic
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Abstract
Performance data were collected for students taking the computer-assisted instruction course in logic at Stanford University. The fit of the data to the Suppes, Zanotti, and Fletcher trajectory model was found to be good, though a systematic deviation from the model suggested some changes in the curriculum. A quantitative approach was used to pinpoint areas for curriculum revision. In addition, the model was evaluated for use as the basis of a predictive control mechanism.
Keywords
Performance Model Control Mechanism Undergraduate Student Systematic Deviation Performance Data
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References
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