Chapter 4: Methodology
4.3. Evaluation of HOTS in the N1 to N2 Curriculum
4.3.6. Association of the actual data with the SVHIR model
In this study we have two HOTS tests (Appendix 2 and 3 part 2) and we use their test scores or marks (ππ) to categorise students according to the SVHIR model compartments. However, before detailing the compartments, we first define the tests scores ranges respectively as shown in Table 4.2. Note the following when interpreting the table:
1. A score less than or equal to 5% cannot be used to define the status of a student, itβs a nil. Given this score is highly possible to be obtained by a person who guessed the answers without being exposed to the curriculum. Therefore, we equivalate this person as someone who never took the test, hence this score is associated with susceptible compartment.
2. A student with a score between 5% and 50% counts as a failed, hence this score is associated with infection compartment.
3. A student with a score at 50% and above counts as a pass, hence this score is associated with healthy or recovery compartment.
There are 15 possible combination outcomes if a student takes the two HOTS tests (Appendix 2 and 3, part 2), and each outcome defines the SVHIR model compartment as shown in Table 4.3. Those outcomes are explained as follows:
1. A student who got nil in the first test and nil in the second test is considered susceptible.
The first test shows symptoms of susceptibility (neither infected nor healthy but at risk of infection), towards the end of the curriculum the second test confirms the symptoms remained the same, that means the student did not move to the vaccine compartment.
Hence the student stays in the susceptible compartment. Nonetheless, this does not mean the curriculum was not presented to the student but rather means it was presented and did not make any significant impact or sink to the student. Therefore, the student is the same as the time of arrival, which happens at the susceptible stage.
2. A student who got nil in the first test and failed in the second test is considered infected.
The first test show symptoms of susceptibility, towards the end of the curriculum the second test confirms that the student is infected. Hence the student will move from susceptible S(t), vaccinated V(t) and to infected I(t) compartment. In this case, the curriculum was presented and did make an impact to the student but not enough.
Page | 64 Table 4.2: Description and compartmental categorization of students based on HOTS tests
scores range.
Order Scores Description Compartment
1. 0 β€ππ β€ 5% Nil susceptible
2. 5% <ππ< 50% fail infection
3. ππ β₯ 50% pass healthy or recovery
Table 4.3: Compartmental categorization of students based on HOTS tests scores.
Outcome Test 1 Marks (π = π)
Test 2 Marks (π = πππ)
Resultant Compartment (π = πππ)
1 0 β€ππ β€ 5% 0 β€ππβ€ 5% Susceptible
2 0 β€ππ β€ 5% 5% < ππ< 50% Infected
3 0 β€ππ β€ 5% ππβ₯ 50% Recovered
4 5% <ππ < 50% 0 β€ππβ€ 5% Infected
5 5% <ππ < 50% 5% < ππ< 50% Infected
6 5% <ππ < 50% ππβ₯ 50% Recovered
7 ππ β₯ 50% 0 β€ππβ€ 5% Infected
8 ππ β₯ 50% 5% < ππ< 50% Infected
9 ππ β₯ 50% ππβ₯ 50% Healthy
10 0 β€ππ β€ 5% None Excluded
ππ < π0
11 5% <ππ < 50% None Excluded
ππ < π0
12 ππ β₯ 50% None Excluded
ππ < π0
13 None 0 β€ππβ€ 5% Excluded
ππ > π0
14 None 5% < ππ< 50% Infected
ππ > π0
15 None ππβ₯ 50% Excluded
ππ > π0
*ππ β Studentβs HOTS Test Marks/score *t β Days
Page | 65 3. A student who got nil in the first test and pass in the second test is considered recovered.
The first test show symptoms of susceptibility, towards the end of the curriculum the second test confirms the symptoms has improved. Hence the student will move from susceptible S(t), vaccinated V(t) and to healthy I(t) compartment. When the curriculum is presented to this student is much impactful.
4. A student who got fail in the first test and nil in the second test is considered infected.
The first test show symptoms of infection, towards the end of the curriculum the second test confirms the symptoms of at risk of infection. This student is considered infected.
In the model this student will move from susceptible S(t), vaccinated V(t) and to infected I(t) compartment. In this case, the curriculum was presented and did make impact to the student but not enough.
5. A student who got fail in the first test and fail in the second test is considered infected.
The first test show symptoms of infection, towards the end of the curriculum the second test confirms the symptoms remained the same. Hence the student will move from susceptible S(t), vaccinated V(t) and to the infected I(t) compartment. In this case, the curriculum was presented and did make impact to the student but not enough.
6. A student who got fail in the first test and pass in the second test is considered recovery.
The first test show symptoms of infection, towards the end of the curriculum the second test confirms the symptoms has gotten better. Hence the student will move from susceptible S(t), vaccinated V(t), infected I(t) and to the recovered R(t) compartment.
In this case, the curriculum was presented and did make impact to the student.
7. A student who got pass in the first test and nil in the second test is considered infected.
The first test shows symptoms of being healthy, towards the end of the curriculum the second test confirms the symptoms susceptible. For a student to be from healthy to susceptible, it is the indication of degradation of the skill; and that can only happen when someone is infected. Hence the student will move from susceptible S(t), vaccinated V(t) and to infected I(t) compartment. In this case, the curriculum was presented and did make impact to the student but not enough.
8. A student who got pass in the first test and fail in the second test is considered infected.
The first test show symptoms of being healthy, towards the end of the curriculum the second test confirms the symptoms infection. For a student to be from healthy to susceptible, it is the indication of degradation of the skill; and that can only happen when someone is infected. Hence the student will move from susceptible S(t),
Page | 66 vaccinated V(t) and to infected I(t) compartment. In this case, the curriculum was presented and did make impact to the student but not enough.
9. A student who got pass in the first test and pass in the second test is considered healthy.
The first test show symptoms of being healthy, towards the end of the curriculum the second test confirms the symptoms has remained the same. Hence the student will move from susceptible S(t), vaccinated V(t) and to healthy H(t) compartment. This student is presumed to have arrived already equipped with HOTS, hence when the curriculum is presented to them is much impactful.
10. A student who got nil in the first test and did not get a chance to participate in the second test, is excluded in the current study. The reason is, with the 3 possible scores (Nil, fail and pass) the student could have obtained in the second test, the student could either be outcome 1 or 2 or 3 in Table 4.3. Which are 3 different compartments (Susceptible, infected, and recovered) the student could possibly belong to, and the study is unable to conclude about the studentβ compartment between the 3 in the absence of the second test score. Hence, the student is excluded.
11. A student who got fail in the first test and did not get a chance to participate in the second test, is excluded in the current study. The reason is, with the 3 possible scores (Nil, fail and pass) the student could have obtained in the second test, the student could either be outcome 4 or 5 or 6 in Table 4.3. Which are 2 different compartments (Infected and recovered) the student could possibly belong to, and the study is unable to conclude about the studentβ compartment between the 2 in the absence of the second test score in that case. Hence, the student is excluded.
12. A student who got pass in the first test and did not get a chance to participate in the second test, is excluded in the current study. The reason is, with the 3 possible scores (Nil, fail and pass) the student could have obtained in the second test, the student could either be outcome 7 or 8 or 9 in Table 4.3. Which are 2 different compartments (Infected and healthy) the student could possibly belong to, and the study is unable to conclude about the studentβ compartment between the 2 in the absence of the second test score in that case. Hence, the student is excluded.
13. A student who did not participate in the first test and got nil in the second test, is excluded in the current study. The reason is, with the 3 possible scores (Nil, fail and pass) the student could have obtained in the first test, the student could either be outcome 1 or 4 or 7 in Table 4.3. Which are 2 different compartments (Susceptible and infected) the student could possibly belong to, and the study is unable to conclude about
Page | 67 the studentβ compartment between the 2 in the absence of the first test score in that case.
Hence, the student is excluded.
14. A student who did not participate in the first test and get fail in the second test, is considered infected. The reason is, with the 3 possible scores (Nil, fail and pass) the student could have obtained in the first test, the student could either be outcome 2 or 5 or 8 in Table 4.3. Which are all the infected compartments.
15. Lastly, this is a student who only participated in the second test and passed. This student will also be excluded in the current study. The reason is, with the 3 possible scores (Nil, fail and pass) the student could have obtained in the first test, the student could either be outcome 3 or 6 or 9 in Table 4.3. Which are 2 different compartments (Recovered and healthy) the student could possibly belong to, and the study is unable to conclude about the studentβ compartment between the 2 in the absence of the first test score in that case. Hence, the student is excluded.