Online assessment of inductive and combinatorial reasoning at the beginning of higher education studies

Abstract

Educational systems have to face numerous new challenges due to the expansion of higher education. One of these challenges is the increased difference between students’ knowledge, reasoning skills and motivation. Without efficient intervention the time for finishing higher education studies can be extended, students can be dropped out and the identification of high skilled students can be more difficult as well. The summation of these effects could decrease the overall quality of higher education courses. Empirical results on university students’ reasoning skills could contribute to plan and implement efficient interventions. The aim of this study is to examine inductive and combinatorial reasoning skills of students at the beginning of their higher education studies. Research was conducted in the University of Szeged, overall 1682 students were participated in the study. Inductive reasoning was assessed with figural and numerical series and analogies. In combinatorial reasoning tasks students had to provide different enumerations using pictures, letters and numbers. Online data collection was carried out via the eDia system. Students completed the tests in the library of the university under the supervision of data collection observers. The mean achievements were not low, however the examination of standard deviations, distributions and the results of the item analyses indicated that one quarter of the test takers probably have to face learning difficulties during their university studies. The results of the study could contribute to deepen our knowledge about nature of the challenges connected to higher education and to the development of planning efficient solutions.