Elaborating Admissibility Level of Implicit Dimensions in a Course via Singular Value Decomposition Based Principal Components

Abstract

Teaching is the core of education and educational institutions focus to enhance the quality of teaching. There are various methods to control
and enhance the quality. Our proposal is that, if teaching and assessment are multidimensional and integrated in a course; such educational
process will increase the level and quality of education. In formal education individuals come with their abilities which are mostly based on
pre-gained knowledge. Prerequisite courses are fundamental and they perform background of individuals and influence their future success
as well. According to various studies there exists strong relation among new knowledge and pre-existing knowledge. In the research since
examinations are used as indicator of gained knowledge, relation among previously implemented courses and actual courses is elaborated
with respect to corresponding examinations. Using those relations, dimensionalities of an actual examination is determined for the quality interpretation of the actual course. Contribution of each of the prerequisite examinations is determined as impact of internal (implicit) dimensionality.
On the strength of normally distributed grades of several congener courses, first pattern model is designated and it is compared with actual
model. Research is realized based on different three cases. Purpose of the study is to compare actual model and expected pattern model,
to describe the convenient acceptance level of the actual model for each of dimensions, and to determine the admissibility of the total impact
of the internal dimensions of actual exam. In the article, quality of education process is interpreted with respect to the dimensionality of the
course. Results of the analyses can be used as hints for the quality control in the education process.