[LON-CAPA-cvs] cvs: modules /gerd/correlpaper correlations.tex

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www		Tue Aug 15 12:45:51 2006 EDT

  Modified files:              
    /modules/gerd/correlpaper	correlations.tex 
  Log:
  And out it goes.
  
  
Index: modules/gerd/correlpaper/correlations.tex
diff -u modules/gerd/correlpaper/correlations.tex:1.10 modules/gerd/correlpaper/correlations.tex:1.11
--- modules/gerd/correlpaper/correlations.tex:1.10	Tue Aug 15 12:06:31 2006
+++ modules/gerd/correlpaper/correlations.tex	Tue Aug 15 12:45:49 2006
@@ -341,7 +341,7 @@
 \begin{enumerate}
 \item a correlation between performance on MPEX clusters and discussion behavior exhibited online could not be confirmed
 \item a medium negative correlation between the prominence of solution-oriented and a medium positive correlation between physics-related online discussions and the FCI score could be confirmed, while correlations with other discussion characteristics could not be confirmed on the 95\% confidence level
-\item a correlation between FCI and MPEX scores could not be confirmed on the 95\% confidence level
+\item a positive correlation between FCI and MPEX scores could be confirmed on the 95\% confidence level, but is very weak
 \end{enumerate}
 Medium correlations exist between the performance on the final exam and the course grade on the one hand, and the FCI performance on the other, but the same could not be confirmed for the MPEX scores.
 \section{Discussion of Possible Causal Relationships}
@@ -360,7 +360,7 @@
 In summary, it can be confirmed that the correlation results with and between the MPEX and the FCI might be weak because the students --- in spite of the best efforts of the author --- do not really care that much about them, particularly not how well they are doing on them. The main difference between the two instruments is that the students find the FCI more relevant than the MPEX, likely because the FCI more closely matches the other grade-relevant assessments they encounter in the course, and students tend to base their relative value system regarding a subject area on the assessments used~\cite{lin}. 
 
 On the other hand, student discussions correlate more strongly with performance measures. Students are taking them seriously, likely because they are perceived as helpful and relevant. In the same post-course survey, 90\% of the students found the discussions either helpful or very helpful, and 73\% stated that they used the discussions to learn physics, as opposed to 34\% who said they often or very often just used the discussions to get the correct result as quickly as possible. Discussions appear to be an authentic reflection of what the students perceive as good problem solving strategy:  while an expert would characterize most postings as ``bad strategy,''  
-only 16\% admitted that they often against better knowledge used bad problem solving strategies to get the correct result as soon as possible, and 48\% stated that they rarely or never did so (36\% were not sure). 
+only 16\% of the students admitted that they often against better knowledge used bad problem solving strategies to get the correct result as soon as possible, and 48\% stated that they rarely or never did so (36\% were not sure). 
 
 
 \subsection{Discussions Behavior versus FCI and Grade Performance}