Applications of mathematical learning models to student performance on general chemistry: Microcomputer drill and practice programs

Abstract

AbstractFour drill and practice programs in general chemistry (Butler & Hough, 1982) were altered to keep records of response, scores, and response times as students used the programs. Mathematical learning models were applied to the resulting score and time data. When data for groups of students using the same programs were analyzed using the polynomial fit model of Kerlinger and Pedhazur (1973), significant results were found and in most cases the linear fit provided the only significant explanation for the variance in the data. The performance of individual students on selected programs was also analyzed using a linear model, a simple exponential saturation model, and a more complex model which incorporated ability and motivation factors into the exponential saturation model (Aldridge, 1983). Most of the students improved their performance linearly with time and none exhibited patterns characteristic of the Aldridge model. In some cases, the simple exponential saturation model provided an explanation of the data as probable as that of the linear model. The implications of the findings for science teaching are discussed.