Integration of Polytomous IRS and S-P Chart in Concept Diagnosis of Fraction Addition based on Learning Styles

摘要

The purpose of this study is to provide an integrated method which will analyze concept structure based on learning styles. Polytomous item relational structure (PIRS) is beyond the limitation of dichotomous items in this study. Besides, concept diagnosis will provide important information for pedagogy. In this study, PIRS will be used in the analysis of concept structures. On the other hand, student problem chart (S-P chart) could classify examinee into appropriate learning style. The integration of PIRS and S-P chart could show features of concept structures for each learning style. Features of concept structures from each learning style will demonstrate information of concept diagnosis. This information helps remedial instruction or adaptive instruction more feasible. An empirical test data of fraction addition for pupils is analyzed. Results of this study show this integrated method is useful for instruction.