Causal complexities to evaluate the effectiveness of remedial instruction

Dai, Chien Yun; Huang, Duen Huang

doi:10.1016/j.jbusres.2014.11.048

Cited by 9 publications

(5 citation statements)

References 13 publications

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“…Immediate and adaptive remedial instruction system helps student's learning, and the greatest advantage is that it provides immediate feedbacks for the errors (Hsiao et al, 2016). Through the quasiexperimental research and design, Dai and Huang (2015) applied three different types of teaching model of remedial teaching on vocational high school students with bad mathematics grades. It has been found that these three methods can improve students' mathematics grades; e-learning instruction model helps the most, followed by blended learning model, and the least helpful is the traditional instruction model.…”

Section: Contribution Of This Paper To the Literaturementioning

confidence: 99%

An Analysis of the 3D Video and Interactive Response Approach Effects on the Science Remedial Teaching for Fourth Grade Underachieving Students

Chou

2017

EURASIA J MATH SCI T

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Elementary school remedial teaching has been promoted for many years in Taiwan but it has primarily been aimed at Chinese and mathematics with little attention being paid to natural sciences. Due to the current shortage of natural science teachers, along with limitations in school budget and manpower, it is difficult to put natural science remedial teaching into practice in elementary schools. This research attempts to establish a new model of remedial teaching that utilizes remote asynchronous video-based instruction to carry out centralized remedial teaching with 3D television and interactive response system. We focused on fourth graders whose science ranking was at the bottom quarter and examined if their grades have improved. Centralized remedial teaching was implemented once a week during school's noon break and lasted for 40 minutes. The materials used, including the remedial 3D natural science lesson videos and interactive response test questions, were both produced by the university. They were transmitted through the Internet to elementary school teachers who played them on 3D television and students practiced and answered the questions in real time with plickers. Twenty fourth graders from different classes participated in remedial teaching for one semester; the average percentage of test grade ranking in natural science has progressed from 9.19% to 24.12% in their original classes. Previously, the average of T-score in natural science test was 35.80, and after remedial instruction, the T-score average was 42.39. The T-score average improvement is statistically significant (t=3.34, p = .003). The research revealed that this instructional model can improve learning outcome in natural science for underachieving fourth graders, and through the questionnaire, it was also known that the students liked this remedial teaching approach.

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Section: Contribution Of This Paper To the Literaturementioning

confidence: 99%

An Analysis of the 3D Video and Interactive Response Approach Effects on the Science Remedial Teaching for Fourth Grade Underachieving Students

Chou

2017

EURASIA J MATH SCI T

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“…Recently, fsQCA has been applied increasingly in innovation‐related studies (Cheng, Chang, & Li, 2013; Covin, Eggers, Kraus, Cheng, & Chang, 2016; Dai & Huang, 2015; Kraus, Mensching, Calabrò, Cheng, & Filser, 2016; Kraus, Ribeiro‐Soriano, & Schüssler, 2018; Kraus, Richter, Brem, Cheng, & Chang, 2016; Mas‐Verdú, Ribeiro‐Soriano, & Roig‐Tierno, 2015; Wu & Huarng, 2015). fsQCA methodology can contribute to management and business studies by focusing explicitly on identifying causal complexity (Ragin, 2000, 2008) and, more specifically, the technique allows a more in‐depth analysis of the research fields of innovation and entrepreneurship (Schüßler, 2017).…”

Section: Methodsmentioning

confidence: 99%

A recipe for technological innovation: Does hedge fund activism matter? A fuzzy set qualitative comparative analysis

2020

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Hedge fund activism and firm characteristics can be combined to explain targets' engagements in innovative activities. The “difference in difference” regression framework is first performed and shows that target firms experience an improvement in innovation efficiency due to the presence of hedge funds (HFs) activists. The fuzzy set Qualitative Comparative Analysis (fsQCA) perspective, is used, on the HF activism‐technological innovation relationship, which recognizes the existence of conjunctural causation. The main sets from fsQCA leading to high/presence innovation input/output display the presence of activist HFs combined to target mature firms, low leveraged ones, firms performing structural changes, and/or those that better refocus on their core innovation expertise and technologies in these areas.

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“…The use of technologies such as machine learning or artificial intelligence is very helpful for the automation of processes, such as identifying the characteristic and capacity of learners and determining the appropriate learning content as well as strategies for delivering the learning materials. The use of machine learning methods in personal remedial learning includes genetic algorithms (Lin et al, 2018), affective tutoring (Lin et al, 2014), and fuzzy sets (Dai & Huang, 2015).…”

Section: Integrationmentioning

confidence: 99%

Immersive Intelligent Tutoring System for Remedial Learning Using Virtual Learning Environment

Rasim

Rosmansyah

Langi

et al. 2021

Indonesian J. Sci. Technol

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Intelligent Tutoring System (ITS) has been widely used in supporting personal learning. However, there is an aspects that have not become focus in ITS, namely immersive. This research proposes an Immersive Intelligent Tutoring (IIT) model based on Bayesian Knowledge Tracing (BKT) for determining the learner’s characteristics and learning content delivery strategies using genetic algorithms. The model uses remedial learning with a faded worked-out example. This study uses a 3-Dimensional Virtual Learning Environment (3DMUVLE) that implements immersive features to increase intrinsic motivation. This model was built using a client / server architecture. The server side component uses the MOODLE, the client side component uses OpenSim and its viewers, and the middleware component uses the Simulation Linked Object Oriented Dynamic Learning Environment (SLOODLE). Model testing is performed on user acceptance using a combination of Technology Acceptance Model (TAM) and Hedonic-Motivation System Adoption Model (HMSAM) and the impact of the model in learning using statistical test. The results showed 83% of the learners felt happy with the learning. Meanwhile, the evaluation of the impact on learning outcomes shows that the use of this model is significantly different from traditional learning.

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Causal complexities to evaluate the effectiveness of remedial instruction

Cited by 9 publications

References 13 publications

An Analysis of the 3D Video and Interactive Response Approach Effects on the Science Remedial Teaching for Fourth Grade Underachieving Students

An Analysis of the 3D Video and Interactive Response Approach Effects on the Science Remedial Teaching for Fourth Grade Underachieving Students

A recipe for technological innovation: Does hedge fund activism matter? A fuzzy set qualitative comparative analysis

Immersive Intelligent Tutoring System for Remedial Learning Using Virtual Learning Environment

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