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Table 4 Top ten most frequent response sequences among students who received different scores on the G8 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 = 6121) Add_s1_t1; Add_s2_t2; Add_s3_t3; Add_s4_t4 432 7.1%
Add_s3_t1; Add_s2_t2; Add_s1_t3; Add_s4_t4 231 3.8%
Add_s4_t1; Add_s1_t2; Add_s2_t3; Add_s3_t4 231 3.8%
Add_s4_t1; Add_s2_t2; Add_s1_t3; Add_s3_t4 140 2.3%
Add_s2_t1; Add_s1_t2; Add_s3_t3; Add_s4_t4 59 1.0%
Add_s4_t4; Add_s3_t1; Add_s2_t2; Add_s1_t3 49 0.8%
Add_s4_t1; Add_s3_t2; Add_s1_t3; Add_s2_t4 44 0.7%
Add_s1_t1; Add_s3_t2; Add_s2_t3; Add_s4_t4 41 0.7%
Add_s2_t1; Add_s3_t2; Add_s1_t3; Add_s4_t4 39 0.6%
Add_s1_t1; Add_s3_t2; Add_s4_t3; Add_s2_t4 32 0.5%
1 (n = 23,383) Add_s3_t1; Add_s1_t2; Add_s2_t3; Add_s4_t4 8219 35.1%
Add_s4_t4; Add_s3_t1; Add_s1_t2; Add_s2_t3 1509 6.5%
Add_s3_t1; Add_s2_t3; Add_s1_t2; Add_s4_t4 476 2.0%
Add_s4_t4; Add_s2_t3; Add_s1_t2; Add_s3_t1 326 1.4%
Add_s2_t3; Add_s4_t4; Add_s1_t2; Add_s3_t1 228 1.0%
Add_s3_t1; Add_s1_t2; Add_s4_t4; Add_s2_t3 168 0.7%
Add_s4_t4; Add_s3_t1; Add_s2_t3; Add_s1_t2 124 0.5%
Add_s1_t2; Add_s2_t3; Add_s3_t1; Add_s4_t4 105 0.4%
Add_s1_t1; Rem_s1_t1; Add_s3_t1; Add_s1_t2; Add_s2_t3; Add_s4_t4 89 0.4%
Add_s3_t1; Add_s1_t2; Add_s2_t3; Add_s4_t4; Clear Answer; Add_s3_t1; Add_s1_t2; Add_s2_t3; Add_s4_t4 83 0.4%
  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