Effect of Immediate Feedback on Math Achievement at the High School Level
Effect of Immediate Feedback on Math Achievement at the High School Level
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DOI：
10.1007/978-3-030-52240-7_48
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发表时间：
2020-06-10
期刊：
影响因子：
--
通讯作者：
Heffernan NT
中科院分区：
文献类型：
--
作者：
Razzaq R;Ostrow KS;Heffernan NT
我们研究了在课堂上使用基于计算机的学习和即时反馈对学生表现的影响。众所周知，在教育研究中，有可能观察到富人更富的“马太效应”，我们想看看反馈是否对低先验知识的学生有用，如前测试分数等于或低于中位数的学生所定义的。在这项平衡随机对照试验中，243名十年级和十一年级的数学学生被暴露在两种条件之一中，因为我们测量了他们的学习：1）即时反馈（计算机告诉他们正确性，他们也可以要求提示）或2）仅练习（只有在进行后测试后才收到反馈）。结果表明，即时反馈，从计算机为基础的学习任务有利于高和低先验知识的学生，低先验知识的学生表现出更大的收益。这些研究结果的影响支持进一步调查使用基于计算机的学习任务，提供即时反馈。
We examine the use of computer-based learning in the classroom and the effect of immediate feedback on student performance. Since it is well known in educational research that it is possible to observe a “Matthew Effect” in which the rich get richer, we wanted to see if feedback was useful for low prior knowledge students, as defined by students whose pretest score was at or below the median. In this counterbalanced randomized controlled trial, 243 tenth and eleventh grade mathematics students were exposed to one of two conditions, as we measured their learning from: 1) immediate feedback (where the computer told them correctness and they could also ask for hints) or 2) practice only (where they received feedback only after taking a posttest). Results suggest that immediate feedback from computer-based learning tasks benefit both high and low prior knowledge students, with low prior knowledge students exhibiting greater gains. The implications of these findings support further investigation into the use of computer-based learning tasks that provide immediate feedback.
影响因子：
11.2
作者：
Van der Kleij, Fabienne M.;Feskens, Remco C. W.;Eggen, Theo J. H. M.
通讯作者：
Eggen, Theo J. H. M.
影响因子：
4.8
作者：
Azevedo, R;Bernard, RM
通讯作者：
Bernard, RM