Journal article
Using module analysis for multiple choice responses: A new method applied to Force Concept Inventory data
Physical review. Physics education research, v 12(2), p020131
20 Sep 2016
Featured in Collection : UN Sustainable Development Goals @ Drexel
Abstract
We describe Module Analysis for Multiple Choice Responses (MAMCR), a new methodology for carrying out network analysis on responses to multiple choice assessments. This method is used to identify modules of non-normative responses which can then be interpreted as an alternative to factor analysis. MAMCR allows us to identify conceptual modules that are present in student responses that are more specific than the broad categorization of questions that is possible with factor analysis and to incorporate non-normative responses. Thus, this method may prove to have greater utility in helping to modify instruction. In MAMCR the responses to a multiple choice assessment are first treated as a bipartite, student X response, network which is then projected into a response X response network. We then use data reduction and community detection techniques to identify modules of non-normative responses. To illustrate the utility of the method we have analyzed one cohort of postinstruction Force Concept Inventory (FCI) responses. From this analysis, we find nine modules which we then interpret. The first three modules include the following: Impetus Force, More Force Yields More Results, and Force as Competition or Undistinguished Velocity and Acceleration. This method has a variety of potential uses particularly to help classroom instructors in using multiple choice assessments as diagnostic instruments beyond the Force Concept Inventory.
Metrics
Details
- Title
- Using module analysis for multiple choice responses: A new method applied to Force Concept Inventory data
- Creators
- Eric Brewe - Florida International UniversityJesper Bruun - Florida International UniversityIan G. Bearden - Florida International University
- Publication Details
- Physical review. Physics education research, v 12(2), p020131
- Publisher
- Amer Physical Soc
- Number of pages
- 19
- Grant note
- PHY 1344247 / NSF; National Science Foundation (NSF)
- Resource Type
- Journal article
- Language
- English
- Academic Unit
- Physics
- Web of Science ID
- WOS:000393400400001
- Scopus ID
- 2-s2.0-85011419267
- Other Identifier
- 991021877366204721
UN Sustainable Development Goals (SDGs)
This publication has contributed to the advancement of the following goals:
InCites Highlights
Data related to this publication, from InCites Benchmarking & Analytics tool:
- Collaboration types
- Domestic collaboration
- International collaboration
- Web of Science research areas
- Education & Educational Research
- Education, Scientific Disciplines