Analysis of Mathematical Competences of Secondary School Students in Slovakia and Hungary

Svitek, Szilárd

doi:10.21125/inted.2022.0507

Cited by 2 publications

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“…One of the main research objectives of a larger project realized at our university with financial support from the grant agency VEGA (Slovakia), was to identify the reasons for low interest in STEM subjects among Slovak and Hungarian secondary school students. The project studied the scientific, mathematical, algorithmic and problem solving thinking, understanding difficulties of students, and their learning styles and attitudes towards STEM sciences, including computer science (Juhász & Tóth, 2021;Szarka et al, 2021;Svitek, 2022). In this paper, we present some partial results of this larger project, focusing on the assessment of computer science tasks and physics tasks.…”

Section: Chapter III E-learning In Stem and Steam Educationmentioning

confidence: 99%

E-learning & Artificial Intelligence

2023

E-Learning

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Great Britain reflect on E-learning & Artificial Intelligence, e-learning in the time of COVID-19 pandemic and after this time, presented research results, contemporary trends and scientific and educational project devoted to MOOCs, artificial intelligence (AI), augmented reality (AR), virtual reality (VR), selected Web 2.0 and Web 3.0 technologies, LMS, CMS, STEAM, mobile learning and other topics.

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Section: Chapter III E-learning In Stem and Steam Educationmentioning

confidence: 99%

E-learning & Artificial Intelligence

2023

E-Learning

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Section: Introductionmentioning

confidence: 99%

Examination of Solution Times to Computer Science and Physics Tasks: a Study in Slovak and Hungarian Secondary School Students

Gubo,

Végh,

Fehér

et al. 2023

E-Learning &Amp; Artificial Intelligence

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The paper is based on a wider empirical study which was performed as part of a project examining scientific, mathematical and algorithmic thinking of secondary school students in Slovakia and Hungary. Here, some results are presented, focusing on the evaluation and comparison of students' responses to computer science and physics tasks by considering the solution times. In all four computer science tasks, we found significant differences in response times between correct and incorrect answers, while in physics tasks, there was a significant difference only in one of the four tasks.

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Analysis of Mathematical Competences of Secondary School Students in Slovakia and Hungary

Cited by 2 publications

References 0 publications

E-learning & Artificial Intelligence

E-learning & Artificial Intelligence

Examination of Solution Times to Computer Science and Physics Tasks: a Study in Slovak and Hungarian Secondary School Students

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