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Table 2 Top ten most frequent response sequences among students who received different scores on the G4 item and their frequency and proportion within each score group

From: Using process data to understand problem-solving strategies and processes for drag-and-drop items in a large-scale mathematics assessment

Score Response Action Sequence Freq Pct
0 (n = 6232) Add_s4_t1; Add_s1_t2; Add_s5_t3 644 10.3%
Add_s2_t1; Add_s4_t2; Add_s5_t3 274 4.4%
Add_s1_t2; Add_s4_t1; Add_s5_t3 215 3.4%
Add_s1_t2; Add_s5_t3; Add_s4_t1 214 3.4%
Add_s1_t1; Add_s4_t2; Add_s3_t3 198 3.2%
Add_s1_t1; Add_s4_t2; Add_s5_t3 181 2.9%
Add_s4_t1; Add_s5_t3; Add_s1_t2 129 2.1%
Add_s5_t3; Add_s1_t2; Add_s4_t1 113 1.8%
Add_s5_t3; Add_s4_t1; Add_s1_t2 100 1.6%
Add_s1_t1; Move_s1_t2; Add_s4_t1; Add_s5_t3 75 1.2%
1 (n = 5927) Add_s2_t1; Add_s1_t2; Add_s5_t3 1141 19.3%
Add_s2_t1; Add_s4_t2; Add_s3_t3 1022 17.2%
Add_s1_t2; Add_s2_t1; Add_s5_t3 286 4.8%
Add_s4_t1; Add_s1_t2; Add_s3_t3 210 3.5%
Add_s4_t2; Add_s2_t1; Add_s3_t3 207 3.5%
Add_s1_t2; Add_s5_t3; Add_s2_t1 163 2.8%
Add_s4_t2; Add_s3_t3; Add_s2_t1 146 2.5%
Add_s2_t1; Add_s3_t3; Add_s4_t2 97 1.6%
Add_s5_t3; Add_s1_t2; Add_s2_t1 96 1.6%
Add_s2_t1; Add_s5_t3; Add_s1_t2 78 1.3%
2 (n = 16,226) Add_s2_t1; Add_s1_t2; Add_s3_t3 8043 49.6%
Add_s1_t2; Add_s2_t1; Add_s3_t3 2098 12.9%
Add_s1_t2; Add_s3_t3; Add_s2_t1 792 4.9%
Add_s2_t1; Add_s3_t3; Add_s1_t2 565 3.5%
Add_s2_t1; Add_s1_t2; Add_s3_t3; Clear Answer; Add_s2_t1; Add_s1_t2; Add_s3_t3 269 1.7%
Add_s1_t1; Move_s1_t2; Add_s2_t1; Add_s3_t3 253 1.6%
Add_s3_t3; Add_s1_t2; Add_s2_t1 216 1.3%
Add_s2_t1; Add_s1_t2; Add_s5_t3; Rem_s5_t3; Add_s3_t3 149 0.9%
Add_s2_t1; Add_s1_t2; Add_s3_t3; Clear Answer; Add_s1_t2; Add_s2_t1; Add_s3_t3 143 0.9%
Add_s3_t3; Add_s2_t1; Add_s1_t2 123 0.8%
  1. Add_s1_t2 represents dragging source 1 into target 2; Rem_s1_t1 represents removing source 1 from target 1 back to its original location; Move_s1_t2 represents moving source 1 from a previous target to target 2.