Abstract
In the present post-pandemic era, it is both governmental policy and parental demand to provide the students in need with personalized tutoring for difficult mathematics problems solving. However, few studies about the design, implementation and effect of such personalized tutoring systems have been reported previously in the literature. This study attempts to fill the research gap of customised tutoring systems. As a concrete implementation of the patent “Guided Problem-Solving Tutoring Method and System” created by the authors and rooted in Polya’s problem solving theory and Bloom’s taxonomy of educational objectives, we designed a set of Guided and Adaptive Tutoring Tips (GATT) within a Mathematics Intelligent Assessment and Tutoring System (MIATS) for senior high school mathematics problems, including the knowledge about power functions, logarithmic functions, exponential functions and others. To evaluate the system’s effect on students’ learning performance, a quasi-experiment was conducted in a secondary school in Beijing during the winter vacation 2022–2023. Two cohorts of Grade Ten students volunteered to participate in this experiment, one as the treatment group using the GATT, and the other using regular answer-based feedback. In the pretest the control group got a better average score than the treatment group at statistically significant level. In the posttest after the experiment there was no statistically significant difference between the two groups. The GATT system is effective on improving students’ learning performance and can give full play to the advantages of personalized tutoring.
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Acknowledgement
This research is supported by the National Education Research Funding Project “Students’ Intelligent Assessment and Tutoring Research Based on Big-data Mining” (Number: BCA220208) granted by National Social Science Foundation, China. The authors thank all the students who have participated in the program, as well as the reviewers for their valuable comments and suggestions.
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Tang, R., Zhang, Y., Cao, Y., Liu, H., Jia, J. (2023). Design and Effect of Guided and Adaptive Tutoring Tips for Helping School Mathematics Problems Solving. In: Li, C., Cheung, S.K.S., Wang, F.L., Lu, A., Kwok, L.F. (eds) Blended Learning : Lessons Learned and Ways Forward . ICBL 2023. Lecture Notes in Computer Science, vol 13978. Springer, Cham. https://doi.org/10.1007/978-3-031-35731-2_24
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DOI: https://doi.org/10.1007/978-3-031-35731-2_24
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