Difficulty index of a question paper: A new perspective

Dixit, Chinmayi; Joshi, Gopalkrishna; Ayachit, N. H.; Shettar, Ashok

doi:10.1109/aicera.2012.6306731

Cited by 2 publications

(1 citation statement)

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“…A low value of the difficulty index means the question is difficult for students, and a too-high index value indicates that the question is too easy for most students. For objective questions, such as MCQ and fill-in-the-blank questions, the difficulty index is defined as the ratio of the number of students who could answer the questions correctly to the total number of students who participated in the exam [22]. The higher this ratio, the lower the difficulty.…”

Section: Overall Difficulty Index Analysismentioning

confidence: 99%

Impact of Major Backgrounds on Student Learning Achievement: A Case Study for Java Programming Course

2023

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Due to the rapidly increasing number of students at universities in recent years, universities may arrange students from different majors in the same class, which may bring several challenges in teaching and learning for students and teachers, such as poor class experience, less class discussion and more workload for teachers. In this paper, we investigate the learning achievements of students with different major backgrounds based on a large-size course of Introduction to Java Programming. Approaches of difficulty index, incrimination index, failure rate, median average mark, average mark and standard deviation are used to evaluate students’ learning achievements based on students’ coursework assignments, continuous assessment and the final exam. Results show that major backgrounds could significantly affect learning achievements even in the same teaching and learning environment. To achieve a better learning experience and performance, we finally divided the original module into two separate modules for students with different major backgrounds.

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Section: Overall Difficulty Index Analysismentioning

confidence: 99%