Siyakhula isidingo sokufunda okugxiliswe kwabafundi (SCL) ezikhungweni zemfundo ephakeme, okuhlanganisa nezamazinyo.Kodwa-ke, i-SCL inomkhawulo wokusebenzisa emfundweni yamazinyo.Ngakho-ke, lolu cwaningo luhlose ukukhuthaza ukusetshenziswa kwe-SCL kudokotela wamazinyo ngokusebenzisa ubuchwepheshe bokufunda komshini wesihlahla (ML) ukuze kumephu isitayela sokufunda esithandwayo (LS) namasu okufunda ahambisanayo (IS) abafundi bamazinyo njengethuluzi eliwusizo lokuthuthukisa imihlahlandlela ye-IS. .Izindlela ezithembisayo zabafundi bamazinyo.
Isamba sabafundi bamazinyo abangu-255 abavela eNyuvesi yaseMalaya baqedele uhlu lwemibuzo lwe-Index of Learning Styles (m-ILS) olulungisiwe, oluqukethe izinto ezingu-44 ukuze zizihlukanise zibe ama-LS abo.Idatha eqoqiwe (ebizwa ngokuthi isethi yedatha) isetshenziswa ekufundeni kwesihlahla sesinqumo esigadiwe ukuze ifane ngokuzenzakalela izitayela zokufunda zabafundi ne-IS efaneleke kakhulu.Ukunemba kwethuluzi lesincomo le-IS elisuselwe emshinini kuyabe sekuhlolwa.
Ukusetshenziswa kwamamodeli esihlahla sezinqumo kunqubo yokwenza imephu ezenzakalelayo phakathi kwe-LS (okokufaka) kanye ne-IS (okukhiphayo okuqondiwe) kuvumela uhlu olusheshayo lwamasu okufunda afanelekile omfundi ngamunye wamazinyo.Ithuluzi lokuncoma le-IS libonise ukunemba okuphelele nokukhumbula ukunemba kwemodeli iyonke, okubonisa ukuthi ukufanisa i-LS ne-IS kunokuzwela okuhle nokucaciswa.
Ithuluzi lokuncoma le-IS elisekelwe esihlahleni sesinqumo se-ML lifakazele ikhono lalo lokufanisa ngokunembile izitayela zokufunda zabafundi bamazinyo namasu okufunda afanelekile.Leli thuluzi lihlinzeka ngezinketho ezinamandla zokuhlela izifundo ezigxile kubafundi noma amamojula angathuthukisa ulwazi lokufunda lwabafundi.
Ukufundisa nokufunda kuyimisebenzi ebalulekile ezikhungweni zemfundo.Lapho uthuthukisa uhlelo lwemfundo yezandla esezingeni eliphezulu, kubalulekile ukugxila ezidingweni zokufunda zabafundi.Ukusebenzisana phakathi kwabafundi nendawo abafunda kuyo kunganqunywa nge-LS yabo.Ucwaningo luphakamisa ukuthi ukungafani okuhloselwe uthisha phakathi kwe-LS yabafundi kanye ne-IS kungaba nemiphumela engemihle ekufundeni kwabafundi, njengokuncipha kokunaka nogqozi.Lokhu kuzothinta ngokungaqondile ukusebenza komfundi [1,2].
I-IS iyindlela esetshenziswa othisha ukuze badlulisele ulwazi namakhono kubafundi, okuhlanganisa nokusiza abafundi ukuthi bafunde [3].Ngokuvamile, othisha abahle bahlela amasu okufundisa noma INGABE ehambisana kangcono nezinga lolwazi lwabafundi babo, imiqondo abayifundayo, kanye nesigaba sabo sokufunda.Ngokwethiyori, uma i-LS ne-IS zifana, abafundi bazokwazi ukuhlela nokusebenzisa isethi ethile yamakhono ukuze bafunde ngempumelelo.Ngokujwayelekile, uhlelo lwesifundo luhlanganisa izinguquko ezimbalwa phakathi kwezigaba, njengokusuka ekufundiseni kuye ekuzijwayezeni okuqondisiwe noma ukusuka ekuzijwayezeni okuqondisiwe ukuya ekuzijwayezeni okuzimele.Unalokhu engqondweni, othisha abaphumelelayo bavamise ukuhlela iziyalezo ngenhloso yokwakha ulwazi namakhono abafundi [4].
Isidingo se-SCL siyakhula ezikhungweni zemfundo ephakeme, okuhlanganisa nezamazinyo.Amasu e-SCL aklanyelwe ukuhlangabezana nezidingo zokufunda zabafundi.Lokhu kungafezwa, isibonelo, uma abafundi bebamba iqhaza ngenkuthalo emisebenzini yokufunda futhi othisha besebenza njengabagqugquzeli futhi benesibopho sokunikeza impendulo ebalulekile.Kuthiwa ukunikeza izinto zokufunda nemisebenzi efanele izinga lemfundo yabafundi noma okuthandwayo kungathuthukisa indawo yokufunda yabafundi futhi kukhuthaze okuhlangenwe nakho okuhle kokufunda [5].
Ngokuvamile, inqubo yokufunda yabafundi bamazinyo ithonywa izinqubo ezihlukahlukene zomtholampilo okudingeka bazenze kanye nesimo somtholampilo lapho bethuthukisa khona amakhono asebenzayo okusebenzelana nabanye.Inhloso yokuqeqeshwa ukwenza abafundi bakwazi ukuhlanganisa ulwazi oluyisisekelo lodokotela wamazinyo namakhono omtholampilo wamazinyo futhi basebenzise ulwazi abalutholile ezimeni ezintsha zomtholampilo [6, 7].Ucwaningo lwangaphambi kwesikhathi ngobudlelwano phakathi kwe-LS ne-IS luthole ukuthi ukulungisa amasu okufunda amezwe ku-LS ethandwayo kungasiza ukuthuthukisa inqubo yemfundo [8].Ababhali baphinde batuse ukuthi kusetshenziswe izindlela ezahlukene zokufundisa nokuhlola ukuze kuhambisane nokufunda nezidingo zabafundi.
Othisha bayazuza ngokusebenzisa ulwazi lwe-LS ukuze babasize baklame, bathuthukise, futhi basebenzise imiyalelo ezothuthukisa ukutholwa kwabafundi kolwazi olujulile nokuqonda isihloko.Abacwaningi benze amathuluzi okuhlola amaningana e-LS, njenge-Kolb Experiential Learning Model, i-Felder-Silverman Learning Style Model (FSSLM), kanye ne-Fleming VAK/VARK Model [5, 9, 10].Ngokusho kwezincwadi, lawa mamodeli okufunda angamamodeli asetshenziswa kakhulu futhi afundwa kakhulu.Emsebenzini wamanje wocwaningo, i-FSSLM isetshenziselwa ukuhlola i-LS phakathi kwabafundi bamazinyo.
I-FSSLM iyimodeli esetshenziswa kabanzi yokuhlola ukufunda okuguquguqukayo kubunjiniyela.Kunemisebenzi eminingi eshicilelwe kusayensi yezempilo (okuhlanganisa imithi, ubuhlengikazi, ikhemisi kanye nodokotela wamazinyo) engatholakala kusetshenziswa amamodeli we-FSSLM [5, 11, 12, 13].Ithuluzi elisetshenziswa ukukala ubukhulu be-LS ku-FLSM libizwa ngokuthi Inkomba Yezitayela Zokufunda (ILS) [8], equkethe izinto ezingu-44 ezihlola izilinganiso ezine ze-LS: ukucubungula (okusebenzayo/okubonakalayo), ukubona (ukubona/okunembile), okokufaka (okubonakalayo)./ngezwi) kanye nokuqonda (okulandelanayo/kwembulunga yonke) [14].
Njengoba kubonisiwe kuMfanekiso 1, ubukhulu be-FSSLM ngamunye bunokuthandwa kakhulu.Isibonelo, endaweni yokucubungula, abafundi abane-LS "esebenzayo" bancamela ukucubungula ulwazi ngokusebenzisana ngokuqondile nezinto zokufunda, bafunde ngokwenza, futhi bajwayele ukufunda ngamaqembu.I-LS “reflective” isho ukufunda ngokucabanga futhi ikhetha ukusebenza wedwa.Ubukhulu "bokubona" be-LS bungahlukaniswa ngokuthi "umuzwa" kanye/noma "umuzwa".Abafundi “abazizwayo” bakhetha ulwazi oluphathekayo kakhudlwana nezinqubo ezingokoqobo, ezigxile eqinisweni uma ziqhathaniswa nabafundi “abahlakaniphile” abakhetha izinto ezingabonakali futhi abanobuhlakani obusha nobudala ngokwemvelo.Ubukhulu "kokufaka" be-LS buqukethe abafundi "ababonakalayo" kanye "namazwi".Abantu abane-LS “ebonakalayo” bakhetha ukufunda ngokusebenzisa imiboniso ebonakalayo (njengemidwebo, amavidiyo, noma imiboniso ebukhoma), kuyilapho abantu abane-LS “yomlomo” bekhetha ukufunda ngamagama abhalwe ngezincazelo ezibhalwe ngomlomo.Ukuze "uqonde" ubukhulu be-LS, abafundi abanjalo bangahlukaniswa ngokuthi "ukulandelana" kanye "nomhlaba jikelele".“Abafundi abalandelanayo bakhetha inqubo yokucabanga eqondile futhi bafunde isinyathelo ngesinyathelo, kuyilapho abafundi bomhlaba wonke bevame ukuba nenqubo yokucabanga ephelele futhi bahlale bekuqonda kangcono abakufundayo.
Muva nje, abacwaningi abaningi baqale ukuhlola izindlela zokutholwa kwedatha okuzenzakalelayo, okuhlanganisa ukuthuthukiswa kwama-algorithms amasha namamodeli akwazi ukuhumusha inani elikhulu ledatha [15, 16].Ngokusekelwe kudatha enikeziwe, i-ML egadiwe (ukufunda ngomshini) iyakwazi ukukhiqiza amaphethini nemibono ebikezela imiphumela yesikhathi esizayo ngokusekelwe ekwakhiweni kwama-algorithms [17].Kalula nje, izindlela zokufunda zomshini ezigadiwe zikhohlisa idatha yokufaka kanye nama-algorithms esitimela.Bese ikhiqiza ububanzi obuhlukanisayo noma obubikezela umphumela ngokusekelwe ezimweni ezifanayo zedatha yokufaka enikeziwe.Inzuzo enkulu yama-algorithms okufunda komshini ogadiwe yikhono lawo lokuthola imiphumela efanelekile nefiselekayo [17].
Ngokusetshenziswa kwezindlela eziqhutshwa yidatha namamodeli okulawula isihlahla sesinqumo, ukutholwa okuzenzakalelayo kwe-LS kungenzeka.Izihlahla zezinqumo ziye zabikwa ukuthi zisetshenziswa kabanzi ezinhlelweni zokuqeqesha emikhakheni ehlukahlukene, kuhlanganise nesayensi yezempilo [18, 19].Kulolu cwaningo, imodeli yaqeqeshwa ngokukhethekile abathuthukisi besistimu ukukhomba i-LS yabafundi futhi batuse i-IS engcono kakhulu kubo.
Injongo yalolu cwaningo ukuthuthukisa amasu okulethwa kwe-IS asekelwe ku-LS yabafundi nokusebenzisa indlela ye-SCL ngokwakha ithuluzi lokuncoma le-IS elifakwe kumephu ye-LS.Ukugeleza kwedizayini yethuluzi lokuncoma le-IS njengesu lendlela ye-SCL kuboniswe kuMfanekiso 1. Ithuluzi lokuncoma le-IS lihlukaniswe izingxenye ezimbili, okuhlanganisa indlela yokuhlukanisa i-LS esebenzisa i-ILS nesibonisi se-IS esifaneleka kakhulu sabafundi.
Ikakhulukazi, izici zamathuluzi okuncoma ukuphepha kolwazi zihlanganisa ukusetshenziswa kobuchwepheshe bewebhu kanye nokusetshenziswa komshini wokufunda wesihlahla sesinqumo.Abathuthukisi besistimu bathuthukisa ukuzizwisa komsebenzisi nokuhamba ngokuzijwayeza kumadivayisi eselula afana nomakhalekhukhwini namathebulethi.
Ukuhlolwa kwenziwa ngezigaba ezimbili futhi abafundi abavela ku-Faculty of Dentistry eNyuvesi yaseMalaya babambe iqhaza ngokuzithandela.Ababambiqhaza baphendule ku-m-ILS yomfundi waku-inthanethi ngesiNgisi.Esigabeni sokuqala, isethi yedatha yabafundi abangu-50 yasetshenziswa ukuqeqesha i-algorithm yokufunda yomshini wesinqumo.Esigabeni sesibili senqubo yokuthuthukiswa, isethi yedatha yabafundi abangu-255 yasetshenziswa ukuze kuthuthukiswe ukunemba kwethuluzi elithuthukisiwe.
Bonke ababambiqhaza bathola ukwaziswa okuku-inthanethi ekuqaleni kwesigaba ngasinye, kuya ngonyaka wokufunda, ngamaQembu e-Microsoft.Inhloso yocwaningo yachazwa futhi kwatholakala imvume enolwazi.Bonke ababambiqhaza banikezwe isixhumanisi sokufinyelela i-m-ILS.Umfundi ngamunye wayalwa ukuba aphendule zonke izinto ezingu-44 ezisohlwini lwemibuzo.Banikezwe isonto elilodwa ukuthi baqedele i-ILS elungisiwe ngesikhathi nasendaweni ebalungele ngesikhathi sekhefu lesemester ngaphambi kokuqala kwesemester.I-m-ILS isuselwe ethuluzini lokuqala le-ILS futhi yalungiselelwa izitshudeni zamazinyo.Ngokufanayo ne-ILS yasekuqaleni, iqukethe izinto ezingu-44 ezisatshalaliswe ngokulinganayo (a, b), nezinto eziyi-11 ngayinye, ezisetshenziselwa ukuhlola izici zobukhulu be-FSSLM ngayinye.
Phakathi nezigaba zokuqala zokuthuthukiswa kwamathuluzi, abacwaningi bachaza amamephu mathupha besebenzisa isethi yedatha yabafundi bamazinyo abangu-50.Ngokwe-FSLM, uhlelo luhlinzeka ngesamba sezimpendulo “a” kanye no “b”.Kuhlangothi ngalunye, uma umfundi ekhetha u-“a” njengempendulo, i-LS ihlukaniswa njenge-Active/Perceptual/Visual/Sequential, futhi uma umfundi ekhetha u-“b” njengempendulo, umfundi uhlukaniswa ngokuthi I-Reflective/Intuitive/Linguistic. ./ umfundi wembulunga yonke.
Ngemva kokulinganisa ukuhamba komsebenzi phakathi kwabacwaningi bezemfundo yamazinyo nabathuthukisi besistimu, imibuzo ikhethiwe ngokusekelwe esizindeni se-FLSSM futhi yafakwa kumodeli ye-ML ukuze kubikezelwe i-LS yomfundi ngamunye."Udoti ungene, phuma udoti" isisho esidumile emkhakheni wokufunda ngomshini, esigcizelela ikhwalithi yedatha.Ikhwalithi yedatha yokufaka inquma ukunemba nokunemba kwemodeli yokufunda yomshini.Phakathi nesigaba sobunjiniyela besici, kwakhiwa isethi yesici esisha okuyisamba sezimpendulo “a” kanye “no-b” ezisuselwe ku-FLSSM.Izinombolo zokukhomba zezikhundla zezidakamizwa zinikezwe kuThebula 1.
Bala isikolo ngokusekelwe ezimpendulo bese unquma i-LS yomfundi.Kumfundi ngamunye, ibanga lamaphuzu lisuka koku-1 kuye ku-11. Izikolo zisuka koku-1 kuye kwezi-3 zibonisa ibhalansi yezintandokazi zokufunda ngaphakathi kobukhulu obufanayo, futhi amaphuzu asuka koku-5 kuye ku-7 abonisa ukukhetha okusesilinganisweni, okubonisa ukuthi abafundi bavame ukukhetha indawo eyodwa ukufundisa abanye. .Okunye okuhlukile kubukhulu obufanayo ukuthi amaphuzu asuka ku-9 kuye kwayi-11 abonisa ukukhetha okunamandla kwesiphetho esisodwa noma esinye [8].
Kuhlangothi ngalunye, izidakamizwa zahlukaniswa zaba “ezisebenzayo”, “ezibonisayo” kanye “nokulinganisela”.Isibonelo, lapho umfundi ephendula ngokuthi “a” kaningi kuno-“b” entweni eqokiwe futhi amaphuzu akhe edlula umkhawulo ka-5 wento ethile emele ubukhulu be-Processing LS, uyingxenye ye-LS “active”. isizinda..Kodwa-ke, abafundi bahlukaniswa ngokuthi “i-reflective” LS lapho bekhetha u-“b” ngaphezu kuka-“a” emibuzweni ethile engu-11 (Ithebula 1) futhi bathole amaphuzu angaphezu kwama-5.Ekugcineni, umfundi usesimweni “sokulingana.”Uma amaphuzu angeqi amaphuzu angu-5, lokhu "inqubo" ye-LS.Inqubo yokuhlukanisa iphinde yaphindwa kwezinye izilinganiso ze-LS, okungukuthi ukubona (okusebenzayo/okubonakalayo), okokufaka (okubonakalayo/ngokwezwi), nokuqonda (okulandelanayo/okusemhlabeni jikelele).
Amamodeli esihlahla sesinqumo angasebenzisa amasethi angaphansi ahlukene ezici nemithetho yesinqumo ezigabeni ezihlukene zenqubo yokuhlukanisa.Kuthathwa njengethuluzi elidumile lokuhlukanisa nokubikezela.Ingamelwa kusetshenziswa isakhiwo sesihlahla esifana ne-flowchart [20], lapho kukhona amanodi angaphakathi amelela ukuhlola ngesibaluli, igatsha ngalinye elimele imiphumela yokuhlola, kanye nenodi yeqabunga ngalinye (inodi yeqabunga) equkethe ilebula yekilasi.
Uhlelo olulula olusekelwe kumthetho lwadalwa ukuze kuzuze ngokuzenzakalelayo futhi kuchazwe i-LS yomfundi ngamunye ngokusekelwe ezimpendulweni zabo.Okususelwe kumthetho kuthatha uhlobo lwesitatimende se-IF, lapho okuthi “IF” kuchaza isibangeli futhi “BESE” icacisa isenzo okufanele senziwa, isibonelo: “Uma u-X senzeka, yenza u-Y” (Liu et al., 2014).Uma isethi yedatha ibonisa ukuhlobana futhi imodeli yesihlahla sesinqumo iqeqeshwe kahle futhi ihlaziywa, le ndlela ingaba yindlela ephumelelayo yokwenza ngokuzenzakalelayo inqubo yokufanisa i-LS ne-IS.
Esigabeni sesibili sokuthuthukiswa, idathasethi inyuswe yaba ngu-255 ukuze kuthuthukiswe ukunemba kwethuluzi lokuncoma.Isethi yedatha ihlukaniswa ngesilinganiso esingu-1:4.Amaphesenti angu-25 (64) esethi yedatha asetshenziselwa isethi yokuhlola, futhi ama-75% asele (191) asetshenziswa njengesethi yokuqeqesha (Umfanekiso 2).Isethi yedatha idinga ukuhlukaniswa ukuze kuvinjwe imodeli ukuthi ingaqeqeshwa futhi ihlolwe kusethi yedatha efanayo, okungabangela imodeli ukuthi ikhumbule kunokuba ifunde.Imodeli iqeqeshelwa isethi yokuqeqeshwa futhi ihlola ukusebenza kwayo kusethi yokuhlola—idatha imodeli engakaze iyibone ngaphambili.
Uma ithuluzi le-IS selithuthukisiwe, uhlelo lokusebenza luzokwazi ukuhlukanisa i-LS ngokusekelwe ezimpendulweni zabafundi bamazinyo ngesixhumi esibonakalayo sewebhu.Uhlelo lwethuluzi lokuncoma ukuphepha kolwazi olusekelwe kuwebhu lwakhiwe kusetshenziswa ulimi lokuhlela lwePython kusetshenziswa uhlaka lwe-Django njengemuva.Ithebula lesi-2 libala imitapo yolwazi esetshenziswa ekuthuthukisweni kwalolu hlelo.
Idathasethi inikezwa imodeli yesihlahla sesinqumo ukuze kubalwe futhi kukhishwe izimpendulo zabafundi ukuze kuhlukaniswe ngokuzenzakalelayo izilinganiso ze-LS zomfundi.
I-matrix yokudideka isetshenziselwa ukuhlola ukunemba kwe-algorithm yokufunda yomshini wesinqumo kusethi yedatha enikeziwe.Ngesikhathi esifanayo, ihlola ukusebenza kwemodeli yokuhlukanisa.Ifingqa izibikezelo zemodeli futhi iziqhathanise namalebula wedatha wangempela.Imiphumela yokuhlola isekelwe kumanani amane ahlukene: I-True Positive (TP) - imodeli yabikezela kahle isigaba esihle, I-False Positive (FP) - imodeli yabikezela isigaba esihle, kodwa ilebula yeqiniso yayinegethivu, I-True Negative (TN) - imodeli ibikezele kahle isigaba esibi, kanye ne-negative yamanga (FN) - Imodeli ibikezela isigaba esibi, kodwa ilebula leqiniso lihle.
Lawa manani abe esesetshenziselwa ukubala amamethrikhi okusebenza ahlukahlukene emodeli yokuhlukaniswa kwe-scikit-learn ku-Python, okungukuthi ukunemba, ukunemba, ukukhumbula, kanye nesikolo se-F1.Nazi izibonelo:
Ukukhumbula (noma ukuzwela) kulinganisa ikhono lemodeli lokuhlukanisa ngokunembile i-LS yomfundi ngemva kokuphendula uhlu lwemibuzo lwe-m-ILS.
Ukucaciswa kubizwa ngezinga elingalungile langempela.Njengoba ungabona kufomula engenhla, lokhu kufanele kube isilinganiso sokuphikisa kwangempela (TN) kuya kokubi kweqiniso kanye nokuhle okungamanga (FP).Njengengxenye yethuluzi elinconyiwe lokuhlukanisa izidakamizwa zabafundi, kufanele ikwazi ukuhlonza okunembile.
Idathasethi yoqobo yabafundi abangu-50 esetshenziswe ukuqeqesha imodeli ye-ML yesihlahla sesinqumo ibonise ukunemba okuphansi ngokuqhathaniswa ngenxa yephutha lomuntu kuzichasiselo (Ithebula 3).Ngemva kokudala uhlelo olulula olusekelwe kumthetho wokubala ngokuzenzakalelayo izikolo ze-LS nezichasiselo zabafundi, inani elandayo lamasethi edatha (255) lasetshenziselwa ukuqeqesha nokuhlola isistimu yesincomo.
Ku-matrix yokudideka yamakilasi amaningi, ama-elementi e-diagonal amelela inani lezibikezelo ezifanele zohlobo ngalunye lwe-LS (Umfanekiso 4).Kusetshenziswa imodeli yesihlahla sesinqumo, isamba samasampuli angama-64 abikezelwe ngokulungile.Ngakho-ke, kulolu cwaningo, izakhi ze-diagonal zibonisa imiphumela elindelekile, ebonisa ukuthi imodeli yenza kahle futhi ibikezela ngokunembile ilebula yekilasi yesigaba ngasinye se-LS.Ngakho-ke, ukunemba okuphelele kwethuluzi lokuncoma kungu-100%.
Amanani okunemba, ukunemba, ukukhumbula, kanye nesikolo se-F1 aboniswa kuMfanekiso 5. Kusistimu yokuncoma esebenzisa imodeli yesihlahla sesinqumo, amaphuzu ayo e-F1 ngu-1.0 "ophelele," okubonisa ukunemba nokukhumbula okuphelele, okubonisa ukuzwela okubalulekile nokucaciswa amanani.
Umfanekiso wesi-6 ubonisa ukubonwa kwemodeli yesihlahla sesinqumo ngemva kokuqedwa kokuqeqeshwa nokuhlolwa.Ngokuqhathanisa uhlangothi necele, imodeli yesihlahla sesinqumo eqeqeshwe ngezici ezimbalwa ibonise ukunemba okuphezulu nokubonakala kwemodeli okulula.Lokhu kubonisa ukuthi isici sonjiniyela esiholela ekuncishisweni kwesici isinyathelo esibalulekile sokuthuthukisa ukusebenza kwemodeli.
Ngokusebenzisa ukufunda okugadiwe kwesihlahla sesinqumo, imephu phakathi kwe-LS (okokufaka) kanye ne-IS (okukhiphayo okuqondiwe) kukhiqizwa ngokuzenzakalelayo futhi kuqukethe imininingwane enemininingwane ye-LS ngayinye.
Imiphumela ibonise ukuthi u-34.9% wabafundi abangu-255 bancamela inketho eyodwa (1) ye-LS.Iningi (54.3%) libe nezinketho ezimbili noma ngaphezulu ze-LS.U-12.2% wabafundi uphawule ukuthi i-LS ibhalansile impela (Ithebula 4).Ngaphezu kwama-LS ayisishiyagalombili amakhulu, kunezinhlanganisela ezingama-34 zezigaba ze-LS zabafundi bamazinyo baseNyuvesi yaseMalaya.Phakathi kwazo, umbono, umbono, kanye nenhlanganisela yokubona nokubona kuyi-LS eyinhloko ebikwe ngabafundi (Umfanekiso 7).
Njengoba kungabonwa kuThebula 4, iningi labafundi lalinezinzwa ezivelele (13.7%) noma ezibonakalayo (8.6%) ze-LS.Kubikwe ukuthi u-12.2% wabafundi uhlanganise ukuqonda nokubona (perceptual-visual LS).Lokhu okutholakele kusikisela ukuthi abafundi bancamela ukufunda nokukhumbula ngokusebenzisa izindlela ezimisiwe, balandele izinqubo eziqondile nezinemininingwane, futhi bayanaka ngokwemvelo.Ngesikhathi esifanayo, bayakujabulela ukufunda ngokubuka (besebenzisa imidwebo, njll.) futhi bavame ukuxoxa nokusebenzisa ulwazi emaqenjini noma bebodwa.
Lolu cwaningo luhlinzeka ngesifinyezo samasu okufunda omshini asetshenziswa ekumbiweni kwedatha, ngokugxila ekubikezeleni ngokushesha nangokunembile i-LS yabafundi kanye nokutusa i-IS efanelekile.Ukusetshenziswa kwemodeli yesihlahla sesinqumo kukhombe izici ezihlobene kakhulu nempilo yabo kanye nolwazi lwabo lwezemfundo.Kuyi-algorithm yokufunda komshini ogadiwe esebenzisa isakhiwo sesihlahla ukuze sihlukanise idatha ngokuhlukanisa isethi yedatha ibe izigaba ezingaphansi ngokusekelwe kumibandela ethile.Isebenza ngokuphindaphinda ukuhlukanisa idatha yokufaka ibe amasethi amancane ngokusekelwe kunani lesinye sezici zokufaka zenodi yangaphakathi ngayinye kuze kube yilapho kwenziwa isinqumo endaweni yeqabunga.
Amanodi angaphakathi esihlahla sesinqumo amele isisombululo esisekelwe kuzici zokufaka zenkinga ye-m-ILS, futhi ama-leaf node amelela ukubikezela kokugcina kwesigaba se-LS.Kulo lonke ucwaningo, kulula ukuqonda ukulandelana kwezihlahla zezinqumo ezichaza futhi zibone ngeso lengqondo inqubo yesinqumo ngokubheka ubudlelwano phakathi kwezici zokufaka nokubikezela okukhiphayo.
Emkhakheni wesayensi yekhompiyutha nobunjiniyela, ama-algorithms okufunda komshini asetshenziswa kabanzi ukubikezela ukusebenza kwabafundi ngokusekelwe kumaphuzu abo okuhlolwa kokungena [21], ulwazi lwezibalo, nokuziphatha kokufunda [22].Ucwaningo lubonise ukuthi i-algorithm ibikezele ngokunembile ukusebenza komfundi futhi yabasiza ukuthi bakhombe abafundi abasengozini yobunzima bezifundo.
Ukusetshenziswa kwama-algorithms e-ML ekuthuthukisweni kwezilingisi zesiguli ezingokoqobo zokuqeqeshwa kwamazinyo kuyabikwa.I-simulator iyakwazi ukukhiqiza kabusha ngokunembile izimpendulo zomzimba zeziguli zangempela futhi ingasetshenziswa ukuqeqesha abafundi bamazinyo endaweni ephephile nelawulwayo [23].Olunye ucwaningo oluningi lubonisa ukuthi ama-algorithms okufunda komshini angakwazi ukuthuthukisa ikhwalithi nokusebenza kahle kwemfundo yamazinyo neyezokwelapha nokunakekelwa kwesiguli.Ama-algorithms okufunda ngomshini asetshenziselwe ukusiza ekuxilongweni kwezifo zamazinyo ngokusekelwe kumasethi wedatha njengezimpawu nezici zesiguli [24, 25].Ngenkathi ezinye izifundo zihlole ukusetshenziswa kwe-algorithms yokufunda komshini ukwenza imisebenzi efana nokubikezela imiphumela yesiguli, ukuhlonza iziguli ezisengozini enkulu, ukuthuthukisa izinhlelo zokwelashwa eziqondene nomuntu [26], ukwelashwa kwe-periodontal [27], nokwelashwa kwe-caries [25].
Nakuba imibiko ngokusetshenziswa komshini wokufunda kudokotela wamazinyo ishicilelwe, ukusetshenziswa kwayo emfundweni yamazinyo kusalokhu kunomkhawulo.Ngakho-ke, lolu cwaningo luhlose ukusebenzisa imodeli yesihlahla sesinqumo ukukhomba izici ezihlotshaniswa kakhulu ne-LS ne-IS phakathi kwabafundi bamazinyo.
Imiphumela yalolu cwaningo ibonisa ukuthi ithuluzi lokuncoma elithuthukisiwe linokunemba okuphezulu nokunemba okuphelele, okubonisa ukuthi othisha bangazuza kuleli thuluzi.Isebenzisa inqubo yokuhlukanisa eqhutshwa idatha, inganikeza izincomo eziqondene nawe futhi ithuthukise ukuzizwisa kwezemfundo kanye nemiphumela yothisha nabafundi.Phakathi kwazo, ulwazi olutholwe ngamathuluzi ezincomo lungaxazulula ukungqubuzana phakathi kwezindlela zokufundisa ezikhethwa ngothisha kanye nezidingo zokufunda zabafundi.Isibonelo, ngenxa yokukhishwa okuzenzakalelayo kwamathuluzi esincomo, isikhathi esidingekayo ukuze kukhonjwe i-IP yomfundi futhi iqhathaniswe ne-IP ehambisanayo sizoncishiswa kakhulu.Ngale ndlela, imisebenzi yokuqeqesha efanele kanye nezinto zokuqeqesha zingahlelwa.Lokhu kusiza ukuthuthukisa ukuziphatha okuhle kwabafundi ekufundeni kanye nekhono lokugxilisa ingqondo.Ucwaningo olulodwa lwabika ukuthi ukunikeza abafundi izinto zokufunda nemisebenzi yokufunda efana ne-LS abayithandayo kungasiza abafundi bahlanganise, bacubungule, futhi bajabulele ukufunda ngezindlela eziningi ukuze bazuze amandla amakhulu [12].Ucwaningo luphinde lubonise ukuthi ngaphezu kokuthuthukisa ukubamba iqhaza kwabafundi ekilasini, ukuqonda inqubo yokufunda yabafundi nakho kudlala indima ebalulekile ekuthuthukiseni izinqubo zokufundisa nokuxhumana nabafundi [28, 29].
Nokho, njenganoma ibuphi ubuchwepheshe besimanje, kunezinkinga nokulinganiselwa.Lokhu kufaka phakathi izindaba eziphathelene nobumfihlo bedatha, ukwenzelela kanye nokungenzeleli, kanye namakhono ochwepheshe nezinsiza ezidingekayo ukuze kuthuthukiswe futhi kusetshenziswe ama-algorithms okufunda komshini emfundweni yamazinyo;Kodwa-ke, intshisekelo ekhulayo nocwaningo kule ndawo luphakamisa ukuthi ubuchwepheshe bokufunda komshini bungaba nomthelela omuhle emfundweni yamazinyo nasezinsizeni zamazinyo.
Imiphumela yalolu cwaningo ikhombisa ukuthi ingxenye yabafundi bamazinyo inomkhuba “wokubona” izidakamizwa.Lolu hlobo lomfundi lukhetha amaqiniso nezibonelo ezibambekayo, ukuqondisa okungokoqobo, isineke ngemininingwane, kanye nokukhetha kwe-LS “okubonakalayo”, lapho abafundi bekhetha ukusebenzisa izithombe, ihluzo, imibala, namabalazwe ukudlulisa imibono nemicabango.Imiphumela yamanje ihambisana nezinye izifundo ezisebenzisa i-ILS ukuhlola i-LS kubafundi bamazinyo nabezokwelapha, iningi labo elinezici ze-LS ebonwayo nebonwayo [12, 30].UDalmolin et al baphakamisa ukuthi ukwazisa abafundi nge-LS yabo kubavumela ukuthi bafinyelele amandla abo okufunda.Abacwaningi baphikisa ngokuthi lapho othisha beyiqonda ngokugcwele inqubo yemfundo yabafundi, kungenziwa izindlela ezihlukahlukene zokufundisa nemisebenzi ezothuthukisa ukusebenza kwabafundi nolwazi lokufunda [12, 31, 32].Olunye ucwaningo lubonise ukuthi ukulungisa i-LS yabafundi kuphinde kubonise ukuthuthuka kolwazi lokufunda kwabafundi nokusebenza ngemva kokushintsha izitayela zabo zokufunda ukuze zivumelane ne-LS yabo [13, 33].
Imibono yothisha ingase yehluke mayelana nokusetshenziswa kwamasu okufundisa asekelwe emakhonweni okufunda abafundi.Nakuba abanye bebona izinzuzo zale ndlela, okuhlanganisa namathuba okuthuthukiswa kochwepheshe, ukuqeqeshwa, nokusekelwa komphakathi, abanye bangase bakhathazeke ngesikhathi nokusekelwa kwesikhungo.Ukulwela ukulingana kuyisihluthulelo sokwakha isimo sengqondo esigxile kumfundi.Iziphathimandla zemfundo ephakeme, njengabaphathi benyuvesi, zingadlala indima ebalulekile ekuqhubekiseni ushintsho oluhle ngokwethula imikhuba emisha kanye nokusekela ukuthuthukiswa kobuhlakani [34].Ukuze kwakhiwe uhlelo lwemfundo ephakeme olushintshashintsha ngempela futhi olusabelayo, abenzi benqubomgomo kufanele bathathe izinyathelo ezinesibindi, njengokwenza izinguquko zenqubomgomo, ukunikela ngezinsiza ekuhlanganiseni ubuchwepheshe, nokudala izinhlaka ezikhuthaza izindlela ezigxile kubafundi.Lezi zinyathelo zibalulekile ekuzuzeni imiphumela oyifunayo.Ucwaningo lwakamuva mayelana nemfundo ehlukene lubonise ngokucacile ukuthi ukuqaliswa ngempumelelo kwemfundo ehlukene kudinga ukuqeqeshwa okuqhubekayo kanye namathuba okuthuthukiswa kothisha [35].
Leli thuluzi lihlinzeka ngokusekela okubalulekile kothisha bamazinyo abafuna ukuthatha indlela egxile kumfundi yokuhlela imisebenzi yokufunda elungele abafundi.Kodwa-ke, lolu cwaningo lukhawulelwe ekusebenziseni amamodeli we-ML yesihlahla sesinqumo.Ngokuzayo, idatha eningi kufanele iqoqwe ukuze kuqhathaniswe ukusebenza kwamamodeli okufunda omshini ahlukene ukuze kuqhathaniswe ukunemba, ukwethembeka, nokunemba kwamathuluzi wokuncoma.Ukwengeza, lapho ukhetha indlela yokufunda yomshini efaneleke kakhulu yomsebenzi othile, kubalulekile ukucabangela ezinye izici ezifana nobunkimbinkimbi bemodeli nokutolika.
Umkhawulo walolu cwaningo ukuthi lugxile kuphela ekudwebeni i-LS ne-IS phakathi kwabafundi bamazinyo.Ngakho-ke, uhlelo lokuncoma oluthuthukisiwe luzoncoma kuphela lezo ezilungele abafundi bamazinyo.Izinguquko ziyadingeka ukuze kusetshenziswe abafundi bemfundo ephakeme evamile.
Ithuluzi elisanda kuthuthukiswa elisekelwe emshinini lokuncoma liyakwazi ukuhlukanisa ngokushesha futhi lifanise i-LS yabafundi ne-IS ehambisanayo, okulenza libe uhlelo lokuqala lwemfundo yamazinyo lokusiza othisha bamazinyo bahlele imisebenzi yokufundisa nokufunda efanele.Isebenzisa inqubo yokunquma eshayelwa idatha, inganikeza izincomo eziqondene nawe, yonge isikhathi, ithuthukise amasu okufundisa, isekele ukungenelela okuqondisiwe, futhi ikhuthaze ukuthuthukiswa kochwepheshe okuqhubekayo.Ukusetshenziswa kwayo kuzothuthukisa izindlela ezigxile kubafundi emfundweni yamazinyo.
Gilak Jani Associated Press.Qondanisa noma ukungafani phakathi kwesitayela somfundi sokufunda kanye nesitayela sikathisha sokufundisa.I-Int J Mod Educ Isayensi Yekhompyutha.2012;4(11):51–60.https://doi.org/10.5815/ijmecs.2012.11.05
Isikhathi sokuthumela: Apr-29-2024