Abstract
This study has found an objective and an effective way to help teachers to find out what is the most prioritized, which should be review as remedial questions in the classroom. Teachers will teach students a unit after a formative assessment, followed by a limited time to conduct a review of the remedy for students’ misconceptions. Teachers often believe that the most number of students got the wrong item, or, up to the item that was asked by the most students need to be reviewed first. However, teachers cannot review all the wrong items within the limited time. In this study, we used Failure Mode and Effects Analysis (FMEA) which is widely applied by industries and commerce. By getting rid of subjective marking from experts which had redefined Remedial Teaching Priority Number (RTPN) . There are three factors in this method, which are the failure rate , correlation , and hyponymy . The study sample was a high school class of 40 students in central Taiwan. We found RTPN recommend remedial items and the most students want to ask items are basically the same, which means RTPN selected items and students want to be the true remedy is consistent with several previous items. RTPN provides direction to the teacher to remedy, and it can effectively provide students who need appropriate help.
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Chia, CL., Chen, WH., Wang, MT., Li, CH. (2018). An Effective Model to Analyze Students’ Misconceptions in Learning. In: Yen, N., Hung, J. (eds) Frontier Computing. FC 2016. Lecture Notes in Electrical Engineering, vol 422. Springer, Singapore. https://doi.org/10.1007/978-981-10-3187-8_46
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DOI: https://doi.org/10.1007/978-981-10-3187-8_46
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