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<html><head><title>NDale Dissertations Page</title></head><BODY BGCOLOR="#FFFFFF" TEXT="#000040"><!WA0><!WA0><!WA0><!WA0><!WA0><A HREF="mailto:ndale@cs.utexas.edu"><!WA1><!WA1><!WA1><!WA1><!WA1><IMG SRC="http://www.cs.utexas.edu/users/ndale/ndale.gif" BORDER=3 ALIGN=RIGHT ALT="DALE IMAGE"></A><H2>Professor Nell B. Dale:<br>Dissertations</H2><p><!WA2><!WA2><!WA2><!WA2><!WA2><A HREF="http://www.cs.utexas.edu/"><b>University of Texas Computer Science Department</b></A><br><br><br>The five dissertations listed here illustrate my own research efforts in computer science education as reflected in the work of five of my graduate students in Computer Science Education.<br><!WA3><!WA3><!WA3><!WA3><!WA3><A HREF="mailto:ndale@cs.utexas.edu">Nell B. Dale</A><br><br><UL><LI><!WA4><!WA4><!WA4><!WA4><!WA4><A HREF="#a"><b>AnchirAngel Syang</b></A><LI><!WA5><!WA5><!WA5><!WA5><!WA5><A HREF="#b"><b> Debra Lynn Burton</b></A><LI><!WA6><!WA6><!WA6><!WA6><!WA6><A HREF="#c"><b>Cheng-Chih Wu</b></A><LI><!WA7><!WA7><!WA7><!WA7><!WA7><A HREF="#d"><b>VickiLynn Almstrum</b></A><LI><!WA8><!WA8><!WA8><!WA8><!WA8><A HREF="#e"><b>Youngju Kim</b></A></UL><br><br><b>A <A NAME="a">Quantitative</A> Student Model for Intelligent TutoringSystems: <br>Student Programming Ability, </b><br><!WA9><!WA9><!WA9><!WA9><!WA9><A HREF="mailto:angel.syang@polaris.dhs.state.tx.us">AnchirAngel Syang</A><b>, 1994.</b><br><br>Intelligent tutoring systems are made up of thesubject matter to be taught, a student model (themethod of representing what a student knows and doesnot know), and tutoring strategies. The purpose ofthis research was to develop a quantitative model tomeasure programming abilities of students who havecompleted the first course in computer science. Thismodel could then be used as the student model in anintelligent tutoring system. The framework of thestudy was to analyze and compare several models,including four from classical testing theory and onefrom item response theory.<br><br>Performance data was based on the responses of 315students to 50 questions covering the programmingconcepts of CS1 The course grade prior to the finalexam was used as the basis for comparing thedifferent models.<br><br>The results showed that the model proposed in thestudy is feasible and could be used to develop acomputerized adaptive test based on item responsetheory. Such a test could form the basis for a studentmodel in an intelligent tutoring system for computerprogramming.<br><br><b>The <A NAME="b">Effect</A> of Closed Laboratory Activities on theComprehension of Five Concepts and the Perceptionof Effectiveness of the Course in a Second SemesterComputer Science Course,</b><!WA10><!WA10><!WA10><!WA10><!WA10><A HREF="mailto:debra-burton@tamucc.edu"> Debra Lynn Burton</A><b>, 1992.</b><br><br>There are several possible definitions of closedlaboratory; for this study the following definition wasused: an assignment to be completed within aspecified time period in a room of computers reservedfor this purpose. The issue addressed in the researchwas: Are closed laboratory activities effective inimproving the comprehension of computer scienceconcepts?<br><br>The concepts measured in this experiment werealgorithm complexity, stacks, queues, recursion, andsorting. The experiment was conducted in CS2classes where there were large lecture sections andsmaller weekly discussion sections. For five of thefifteen weeks of the semester, half of the discussionsections did closed laboratory activities on the week'sconcepts while the other half did a comparable paperand pencil exercise. A pretest was used to removebias due to initial differences in comprehension. 125students completed the study. The results showed nosignificant difference in the comprehension of the fiveconcepts between the students who participated in theclosed laboratory activities and those students who didpaper and pencil exercises.<br><br><b><A NAME="c">Conceptual</A> Models and Individual Cognitive LearningStyles in Teaching Recursion to Novices, </b><!WA11><!WA11><!WA11><!WA11><!WA11><A HREF="mailto:chihwu@ice.ntnu.edu.tw">Cheng-Chih Wu</A><b>, 1993.</b><br><br>Most novice students have trouble learning recursion.The purpose of this study was to examine whether themethod of presentation (concrete or abstract) affectedhow students learned recursion and to determine therole played by the students' own learning styles.<br><br>The sample was made up of 209 students enrolled in aCS1 course. Each student took the Kolb LearningStyles Inventory, which categorizes the student'scognitive learning style as concrete or abstract. Twomodels of presenting recursion were devised, oneconcrete and one abstract. The students were testedover the material immediately following the lecture,two weeks later, and six weeks later.<br><br>The results showed that concrete models were superiorto abstract models and abstract learners did better thanconcrete learners. No interaction effect was foundbetween a student's learning style and the presentationmodel.<br><br><b><A NAME="d">Limitations</A> in the Understanding of MathematicalLogic by Novice Computer Science Students,</b><!WA12><!WA12><!WA12><!WA12><!WA12><A HREF="mailto:aimsrtum@cs.utexas.edu"> VickiLynn Almstrum</A><b>, 1994.</b><br><br>This study sought objective evidence that computerscience students have more difficulty understandingconcepts in the subdomain of mathematical logic thanthey do in other areas of computer science. The dataused for the study were the multiple-choice questionsof five Advanced Placement Examinations inComputer Science.<br><br>There were two main parts to this study: determiningwhich questions related to logic and comparingstudent performance on those questions related tologic and those questions with little or norelationship to logic. Thirty eight university andhigh school instructors, most of whom taught at theCS1 level, participated in a content analysis of thequestions. The results of the content analysis wereused to partition the questions into those stronglyrelated to logic and those not strongly related tologic. The questions in the strongly related partitionhad lower means and standard deviations than thequestions in the not strongly related partition. Thedifficulty distributions defined by the two sets ofitems were not the same. These results substantiatethe hypothesis that computer science concepts relatedto logic are generally more difficult for novicestudents.<br><br><b>The <A NAME="e">Reasoning</A> Ability and Achievement of CollegeLevel Students Enrolled in a Logic Class inComputer Science, </b><!WA13><!WA13><!WA13><!WA13><!WA13><A HREF="mailto:kim@cs.utexas.edu">Youngju Kim</A><b>, 1995.</b><br><br>The Propositional Logic Test (PLT) is a 16-iteminstrument used to measure a student's ability to usethe propositional operations in conditional reasoning.This research considered the following questions:What is the relationship between a student's score onthe PLT and his or her achievement in a logic classand does taking a logic class improve a student's scoreon the PLT?<br><br>The PLT was given on the first and last days of classin a logic course designed for computer sciencemajors. The first day PLT score predicted themidterm grade (N = 163, p = .002) and the finalcourse grade (N = 156, p = .005). Although theaverage score on the PLT improved from the first day(12.33) to the last day (12.95), there was nostatistical difference before and after taking a logicclass.<br><br><br><CENTER><H3><!WA14><!WA14><!WA14><!WA14><!WA14><A HREF="http://www.cs.utexas.edu/users/ndale/books.htm">Books</A> ** <!WA15><!WA15><!WA15><!WA15><!WA15><A HREF="http://www.cs.utexas.edu/users/ndale/">Main</A> ** <!WA16><!WA16><!WA16><!WA16><!WA16><A HREF="http://www.cs.utexas.edu/users/ndale/profile.htm">Profile</A> ** <!WA17><!WA17><!WA17><!WA17><!WA17><A HREF="http://www.cs.utexas.edu/users/ndale/student.htm">Students</A> **<!WA18><!WA18><!WA18><!WA18><!WA18><A HREF="mailto:ndale.@cs.utexas.edu">Mail</A></H3></CENTER><p><HR ALIGN="CENTER" WIDTH="100%" SIZE="2"><!WA19><!WA19><!WA19><!WA19><!WA19><A HREF="mailto:ndale@cs.utexas.edu"><center><FONT size="-1">Nell B. Dale, 1200 Westlake Dr., Austin, Tx. 78746 (fax-office) 512-471-8885</FONT></center></A><br></body></html><hr><FONT SIZE="-1">This document was created with the assistance of<br><!WA20><!WA20><!WA20><!WA20><!WA20><a href="http://www.eden.com/~smejkal">F.J.S.I.Services</a></FONT>⌨️ 快捷键说明
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