Assessing student performance is crucial in education for evaluating knowledge acquisition and competency development. Traditional grading systems often overlook the interconnectedness of learning domains, which can provide valuable insights into student understanding. This study investigates the associations between geometric, linguistic, and algebraic thinking and their impact on student performance measures and grading using association rules. We analyzed a dataset comprising student responses to geometric, linguistic, and algebraic questions by applying association rule mining techniques. The extracted rules were used to evaluate question similarity, revealing deeper insights into student performance and problem-solving strategies. Our findings demonstrate significant interconnectedness between geometric, linguistic, and algebraic thinking, with implications for student performance measures and grading. Students' ability to solve problems in one domain often translated into enhanced performance in others, suggesting a shared set of cognitive resources and strategies. Association rules proved valuable for identifying nuanced relationships between question types and domains, providing a comprehensive perspective on student performance. These results have important implications for educational practices, emphasising the need to consider the interconnectedness of learning domains when designing assessments and grading systems. By adopting a holistic approach to student evaluation, we can better support students' development of critical thinking and problem-solving skills across various domains, fostering deeper subject matter understanding and enhancing educational outcomes.
Sipos, B., & Szilágyi, B. (2023). Interconnectedness Of Geometric, Linguistic, And Algebraic Thinking In Student Performance Measures: An Association Rules Approach. European Society for Engineering Education (SEFI). DOI: 10.21427/4HPP-HQ07
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