Analysis on numerical analysis final exam questions

N. Lohgheswary; A. S. Fatin Nur  Diana; A. Preethy; A. Wei Lun

doi:10.53730/ijhs.v6nS2.5076

Authors

N. Lohgheswary Department of Electrical and Electronics Engineering, XIAMEN University Malaysia, Sepang, 43900 Selangor, Malaysia
A. S. Fatin Nur Diana Centre of Engineering Education, Faculty of Engineering and Built Environment, SEGi University, Kota Damanasara, 47810 Selangor, Malaysia
A. Preethy Centre of Engineering Education Research, Faculty of Engineering and Built Environment, SEGi University, Kota Damanasara, 47810 Selangor, Malaysia
A. Wei Lun
wl_ang@ukm.edu.my
Centre for Sustainable Process Technology (CESPRO), Faculty of Engineering and Built Environment, Universiti Kebangsaan Malaysia, Bangi, 43600 Selangor, Malaysia

Keywords:

analysis, difficult topics, final exam, numerical analysis, Rasch model

Abstract

Numerical Analysis is one of the key topics for Computational Mathematics in Engineering Mathematics. Students required to learn different methods of analysis to solve a given problem. The objective of this paper is to analyze the final exam questions of Numerical Analysis subject. There are four course outcomes for the Numerical Analysis subject. Five questions were set up for final and each question carries 20 marks. The Bloom Taxonomy for the questions are from application and analysis level. A total of 32 students from Civil Engineering department took the final examination. To analyze this subject, the results of the final examination of students from Civil Engineering department are tabulated in EXCEL and transformed into WINSTEPS. The Rasch model enables one to differentiate the difficulties of the exam questions according to different levels of the group. The ability of the Civil Engineering students cannot be divided into any group. A misfit item identified from Point-Measure Correlation, Outfit MNSQ and Outfit z-Standard. Since no item is out of the three measures, therefore there is no misfit question for the Numerical Analysis final examination. The person-item distribution map showed the questions which belong to difficult, easy and very easy group.

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