Modelling Test and Study Behaviors in Math Exercise Solving

Abstract

Learning happens when learners repeat the test and study behaviors on the materials. However, it is practically not clear how these behaviors relate to the learning outcomes. In this study, we focus on the context of K12 students solving mathematical exercises. We categorized students’ test, study, and restudy behaviors based on the attempt transition types. We discovered four clusters with different levels of engagement, understanding towards contents, and reviewing behaviors. We then investigated the relationship between the detected patterns and learning performance, which provides insights on how to improve the effectiveness and efficiency of learning.