Until now the instructing process of the Descriptive Geometry has been judged by the experience gained through instructing without the scientific measurement. So in this paper the author studied on the instructing process of the Descriptive geometry by means of the Student-Problem Score Table Analysis that had attracted special interest recently. Then the author obtained several useful results by investigating many S-P table data as follows;
(1) The author could describe the S-P curves by scale transformation and calculate the difference coefficient D i, e. D* = 0.34 (Exercise), D* = 0.24 (Test) . Then it became clear that the contents of problems were suitable because of under D*=0.6.
(2) It became clear that the learning unstability or the readiness lack depend on the graduate course effected on the qualitative improvement of learning.
(3) the author was able to characterize each student by the attention coefficient C. S and the right answer rate P.
(4) The author was able to find the unproper or heterogeneity problems by the attention coefficient of problems C. P and the right answer rate P.
(5) It became clear that the problems included the fundamental instruction elements is difficult unexpectedly for the students attended the lecture of the Descriptive Geometry.
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