The effect of using negative knowledge based intelligent tutoring system evaluator software to the academic success in English language education

ABSTRACT

This research was conducted to determine the effects of the using negative knowledge-based Intelligent Teaching System (ITS) evaluator software in the assessment and evaluation processes of English Teaching as a Foreign language. Experimental design with the pretest-posttest control group was used in this study. The study group consists of 67 students who are studying at the Vocational College of Technical Sciences located in Canakkale/Turkey. In this study, educational evaluator software based on correcting misconceptions developed by the researcher was used within the education process only in the experimental group. At the end of the fifth week following the 4-week experimental procedure, the academic achievement of the students was determined by a posttest. As a result, it was found to be a significant difference [t₍₃₃₎ = −7.13, p < .05] between the pretest-posttest academic achievement of the experimental group. In addition, there was no significant difference [t₍₆₅₎ = −1.15, p > .05] between the pretest scores of the experimental and control groups. There was a significant difference [t₍₆₅₎ = −2.25, p < .05] in posttest scores’ of control and experimental group students. As a result, using knowledge-based ITS evaluator software increased academic achievement much more than traditional education.

KEYWORDS:

• Negative knowledge
• misconception
• assessment
• intelligent tutoring system
• computer-assisted instruction

Disclosure statement

No potential conflict of interest was reported by the author.

Additional information

Notes on contributors

Ümit Demir

Dr. Ümit Demir is a doctor lecturer at computer technologies department of Vocational College of Technical Sciences in Canakkale Onsekiz Mart University. His research interests include user-centered educational software design, interface design, and media literacy.