The aim of this study is to investigate the effects of learning styles and cooperative learning on academic achievement of technical university students in calculus. Meanwhile, in order to understand the effectiveness of learning on calculus, we perform item analysis of calculus test conducted in terms of item difficulty and item discrimination analysis.
This research is conducted on a quasi-experimental design. Participants in this study are selected from the first year students of two departments in a technical university. Two intact classes of the same department are randomly assigned to be an experimental group and a control group. The experimental group receives the cooperative learning while the other receives the traditional learning.
The results show that the learning achievement of active learners is better than reflective learners in the experimental group of information management. On the contrary, the reflective learners have better learning achievement than active learners in the experimental
group of computer science and information engineering. The learning achievement of the experimental group is better than the control group in department of information
management. The result is opposite in department of computer science and information engineering. But the differences of the learning achievement mentioned above are not statistically significant. Furthermore, item difficulty analysis suggests teachers and students
should pay more attentions to those more difficult items and the corresponding calculus sections.
| Identifer | oai:union.ndltd.org:NSYSU/oai:NSYSU:etd-0728110-113437 |
| Date | 28 July 2010 |
| Creators | Wang, Tai-yuan |
| Contributors | Mei-hi Guo, May-r Chen, Chun-sui Lin, Mong-na Lo, Fu-cuen Chang |
| Publisher | NSYSU |
| Source Sets | NSYSU Electronic Thesis and Dissertation Archive |
| Language | Cholon |
| Detected Language | English |
| Type | text |
| Format | application/pdf |
| Source | http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0728110-113437 |
| Rights | withheld, Copyright information available at source archive |
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