ACEID2023 Virtual Poster Presentations

Assessment Theories & Methodologies

68919 | Content and Sentiment Analyses of Students’ Insights on Problem Solving: Form of Assessment in Mathematics

Aileen Diansuy, Antipolo Institute of Technology, Philippines

The need to recognize and record learning processes and environments as well as the necessity to take these factors into consideration when developing and interpreting assessments are among the difficulties that the COVID-19 outbreak brought to light. Since assessment reveals whether or not learning objectives are being met, it is crucial to instruction.

In this paper, sentiment analysis and emotion analysis of students’ insights on problem solving were used as a form of assessment in Mathematics. Simply defined, sentiment analysis is the act of classifying the feelings that underlie a text. It is so easy to complete that it may even be done by hand; all that is required is to read each item of feedback and decide whether it is favorable or unfavorable. Sentiment analytics makes it possible to comprehend the viewer's overall sentiments and feelings. Sentiment analysis allows teachers to gain an overview of the student solution on a certain topic and able to identify whether the student feedback is positive, neutral, or negative.

The act of detecting and evaluating the underlying emotions indicated in textual data is known as emotion analysis. The different emotions mentioned in the text were assessed as fear, rage, happiness, sadness, love, or neutrality. Emotion analysis gauges how happy students are. This may include suggesting help when anxiety is detected . Better understand students which will improve perception towards the subject

Education & Difference: Gifted Education, Special Education, Learning Difficulties & Disability

67362 | Effects of Schematic Representation on Math Word-Problem Performance of Elementary School Students with Learning Disabilities and Their Regular Peers

I-Hsuan Lin, National Taipei University of Education, Taiwan

Shin-Ping Tsai, National Taipei University of Education, Taiwan

Dora Hsin-yi Lu, National Taipei University of Education, Taiwan

This study aims to investigate the effects of schematic representation on the math word-problem performance and cognitive load in elementary school students with learning disabilities and their regular peers. A 2 (presence of schematic representation) x 2 (group of students) quasiexperimental design was conducted with 51 fifth graders as participants, 14 students with learning disabilities and 37 students without disabilities. Both groups were asked to answer word problems with and without schematic representations and then filled out a cognitive load survey. The twoway mixed ANOVA was utilized to examine the effects of these variables on problem-solving performance and cognitive load scores. Interviews were conducted to ascertain participants’ perspectives on word problems with and without schematic representation. Based on the results for word-problem performance, significant main effects were found for group of students, but not for schematic representation. The interaction effect between group of students and schematic representation was not significant. As for cognitive load, significant main effects were found for group of students while solving word problems, but not for schematic representation. However, there was a significant interactive effect between group of students and schematic representation on cognitive load. Students with learning disabilities benefited more from schematic representation in terms of cognitive load than their peers. Analyzing participants’ problem-solving process, this study further found that schematic representation helped improve students’ comprehension of word problems. These results suggest that schematic representation is an important variable for students with learning disabilities to reduce cognitive load and improve comprehension of math word problems.

68412 | Intermittent Visual Effect on Postural Control in Chinese-Speaking Children with Dyslexia

Ching-Yi Wu, Physical Therapy Room, Jianan Psychiatric Center, Tainan City, Taiwan

Ing-Shiou Hwang, National Cheng Kung University, Taiwan aceid.iafor.org/aceid2023-virtual-presentations

The purpose of this study was to figure out the impact of intermittent vision on postural control in Chinese-speaking children with dyslexia(CSCD). Sixteen dyslexic children (9 males and, 7 females, 9.33 ± 1.02 yrs) and sixteen non-dyslexic children (10 males and 6 females, 9.92 ± 1.19 yrs) were recruited from the campus in Taiwan. The Movement Assessment Battery for Children, 2nd Edition (MABC-2) and the Test of Visual-Perceptual Skills, 4th Edition (TVPS-4) were used to evaluate the motor and visual perceptual performance before postural tasks. All children randomly performed three times of 60s quiet stance with their eyes closed(EC), full vision(FV), and stroboscopic vision for 1Hz(SV1) and 3Hz(SV3) under a foam surface. The comparison of two groups revealed significance differences in six of the seven TVPS-4 subscales (p < .001~ p =.010) and one MABC-2 category. In the visual conditions(FV, SV1, SV3), CSCD showed a greater RMS of COP in AP direction. In the stroboscopic effect conditions(SV1, SV3), CSCD showed higher frequency in ML direction. In the EC condition, COP variables between two groups were insensitive. Lastly, the RMS of COP in the AP direction was negatively correlated with the visual memory(r= -.376) and visual figure-ground (r= -.375) in the TVPS-4 subtests. These findings could imply that CSCD children have poorer postural control with a different motor strategy, and this altered pattern is associated with visual memory and visual figure-ground perception. Further research into stroboscopic vision training for improving visual perception abilities in CSCD should be conducted.