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.

摘要

本研究旨在确定使用负面的基于知识的智能教学系统（ITS）评估软件对英语作为外语的评估和评估过程的影响。在这项研究中使用了前测-后测对照组的实验设计。该研究小组由67名学生组成，他们在位于恰纳卡莱/土耳其的职业技术学院学习。在这项研究中，仅在实验组的教育过程中使用了基于纠正研究人员错误观念的教育评估软件。在为期4周的实验程序之后的第五周末，学生的学业成绩是通过后测确定的。结果，发现有显着差异[t_（33） = −7.13，p <.05]实验组的前测后测学术成绩之间。另外， 实验组和对照组的预测试分数之间没有显着差异[t _（65） = -1.15，p> .05]。 对照组和实验组学生的测试后成绩之间存在显着差异[t _（65） = -2.25，p <.05]。结果，使用基于知识的ITS评估器软件所获得的学术成就远胜于传统教育。