Improving the Method of Establishing the Basic Educational Dominant of Students

- Рева, Олексій Миколайович (orcid.org/0000-0002-5954-290X), Камишин, Володимир Вікторович (orcid.org/0000-0002-8832-9470), Сокуренко, Олена Олексіївна (orcid.org/0000-0003-1702-4802) and Бурдельна, Євгенія Андріївна (orcid.org/0000-0003-4887-8608) (2020) Improving the Method of Establishing the Basic Educational Dominant of Students Pedagogical innovations: ideas, realities, perspectives, 1 (24). pp. 78-90. ISSN 2413-4139

Text 11.pdf Download (1MB)

Abstract

In the article, it is substantiated that among the means of identifying students’ motivation to study, the method of establishing the main educational dominant as an indicator of their decision making, which proactively characterizes the attitude to the learning outcomes on any rating scale, is more promising. Dominants (predisposition, disinclination, indifference to risk) are established by constructing a limited number of points and further analyzing the estimated function of the usefulness of the 12-point scale in the process of solving the closed decision-making problem. Characteristic points of the estimation function are deterministic equivalents of lotteries with usefulness 0.25, 0.5, 0.75. The tendency to risk characterizes the aspiration of the student to improve the assessment of the answer offered by the teacher, having received an additional question. The chances of a correct/incorrect answer to such a question are the same and are determined by a virtual lottery. The type of training dominant is determined from the premium risk, which compares the deterministic lottery equivalent with the usefulness of 0.5 and the expected lottery gain (the median of the continuum of the rating scale). On a sample of m = 172 nine-year students, the correlation of individuals on the basis of predisposition and disinclination to risk is established in the next proportion: PDR: DR ↔ 32: 140 ↔ 18.6 % : 81.4 % ≈ 1 : 4. The limited of the traditional method of setting the premium risk is targeting only one characteristic point, which does not allow for an integrative (integral) assessment of the attitude to the learning outcomes across the continuum of the assessment scale. Taking as a basis the projection of the characteristic points of the estimated function of the value of a person who is indifferent to the risk, which is a straight line, it is established that their sum equals 32.5 points. Then the premium risk is the difference between 32.5 points and the sum of the projections of the characteristic points of the empirical valuation utility functions. If this difference is greater than zero, the student is not at risk, or less likely to be at risk. Considering the qualitative features of the 12-point scale, an imperative was introduced: if the premium risk does not exceed 5 % of the value of 32.5, then the subject demonstrates indifference to risk. The adjusted proportion of students by type of educational dominant is as follows: IR: DR ↔ 15 : 27 : 130 ↔ 8.7 % : 15.7 % : 75.6 % ≈ 2 : 4 : 17. The effectiveness of the proposed method for determining the main training dominant sets 15.7 %.

Item Type:	Article
Keywords:	learning outcomes; educational dominant; predisposition; disinclination; indifference to risk; assessment scale
Subjects:	Science and knowledge. Organization. Computer science. Information. Documentation. Librarianship. Institutions. Publications > 3 Social Sciences > 303 Methods of the social sciences
Divisions:	Institute of the gifted child > Giftedness Development Projection Department
Depositing User:	н.с. Олена Василівна Онопченко
Date Deposited:	24 Dec 2020 20:16
Last Modified:	24 Dec 2020 20:16
URI:	https://lib.iitta.gov.ua/id/eprint/722628

Downloads

Actions (login required)

View Item