The 1st International Conference on Language, Education and Psychology 2015
ISBN 978-967-13140-4-3

Application of IIRS in Mathematics Instruction to Promote Pupils’ Decimal Concept

Yuan-Horng Lin, Jeng-Ming Yih

National Taichung University of Education, Taiwan


The purpose of this research was to investigate the learning effects on pupils’ decimal concept in IIRS (Integrated Interactive Response System) educational environment. IIRS was gradually adopted in classroom and few researches discussed its effects in mathematics instruction. Besides, S-P chart (Student Problem Chart) was one approach of cognitive diagnosis and it aimed to reveal the learning effects of examinee. Therefore, S-P chart will be adopted to analyze the learning types in this research. One way quasi-experiment design of mathematics instruction was conducted to investigate the learning effects of IIRS. In order to detect students’ decimal concept structures, the researchers developed S-P chart software to analyze assessment data. According to S-P chart, this study explained the caution index and classified students into proper styles of mathematics learning. By this way, we could realize the erroneous decimal concepts and misconception. Based on the findings, one was concluded that students who used the IIRS in classroom had higher performance on decimal learning. Besides, results of S-P chart also showed that students taking the IIRS had less misconception in decimal. In conclusion, the study found the positive effects of IIRS used in the mathematics instruction. Based on the conclusions, some recommendations and suggestions for mathematics instruction and future investigation were provided.


Integrated Interactive Response System, Learning Technology, Mathematics Instruction, Student Problem Chart

Back to Table of Contents
Download Full Paper (PDF)