高等教育中的课外辅导与数学成绩：线性代数的实证研究
Supplementary Private Tutoring and Mathematical Achievements in Higher Education: An Empirical Study on Linear Algebra
AI总结：
本研究通过60名理工科学生的短期培训实验，基于IRT模型评估发现，短期培训能显著提升线性代数成绩且学生感知准确，但效果与中小学课外辅导不同。
摘要：
本文是一项实证研究，调查了线性代数的学习情况。研究对象为来自浙江、江苏、湖北和山东不同大学的60名理工科学生，由三位数学教师在为期3天、共24节课的短期培训中授课；随后，基于IRT测量模型评估了短期培训对高等教育数学课程学习的效果。结果表明，无论测试难度如何，短期培训均显著提高了学生对线性代数知识点的掌握程度，且学生能够准确感知自身的数学成绩；观察到的效果与中小学课外辅导（PT）的效果并不一致。
英文摘要：
The present article is an empirical study that investigates the learning situation of linear algebra. Research was performed among 60 science and engineering students from different universities in Zhejiang, Jiangsu, Hubei, and Shandong who were taught by three mathematics teachers in the course of a 3-day short-term training consisting of 24 classes; following this, the effectiveness of short-term training for mathematics curriculum learning in higher education was evaluated based on the IRT measurement model. The results indicate that regardless of the difficulty of the test, short-term training significantly enhances students' mastery of linear algebra knowledge points, and students can accurately perceive their mathematical achievements; the effect observed is not consistent with that of private tutoring (PT) in primary and secondary schools.
机构、总结、中文摘要均由AI分析而来，可能存在错误，请以论文正文为准。
