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dc.contributor.advisorGreenwood, Mark
dc.contributor.advisorYopp, David
dc.contributor.authorZou, Linjie
dc.date.accessioned2013-03-07T15:54:47Z
dc.date.available2013-03-07T15:54:47Z
dc.date.issued2013-03
dc.identifier.urihttps://scholarworks.montana.edu/xmlui/handle/1/723
dc.descriptionAbstract Onlyen_US
dc.description.abstractAn intervention involving a unique modification of mastery learning was implemented in Fall 2011 in College Algebra at Montana State University-Bozeman. It was expected that the mastery learning would increase student ability on a variety topics taught in the course. Item Response Theory Models can be used to estimate ability scores from tests made up of items from final exams from Fall 20ll and Fall 2010 (the comparison semester). Graded Partial Credit Models (GPCM) are an extension of IRT used when partial credit is given when scoring items. The application of GPCM to the College Algebra final is discussed. The ability scores from the GPCM are then analyzed using a Mixed Model to account for differences between sections. Results suggest higher ability in the semester after implementation of mastery learning and minimal differences between sections.en_US
dc.language.isoen_USen_US
dc.titleStatistical Methods for Measuring the Impact of Mastery Learning in College Algebraen_US
dc.typePresentationen_US
mus.citation.conferenceMSU Student Research Celebration 2012
mus.relation.collegeCollege of Letters & Science
mus.relation.departmentMathematical Sciences.en_US
mus.relation.universityMontana State University - Bozemanen_US


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