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The Effects of Teacher Feedback Versus Computer Feedback on Mathematics Homework on Student Mathematics Achievement

机译：教师反馈与计算机反馈对数学作业对学生数学成绩的影响

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摘要

Despite the benefits of homework and teacher feedback on students' mathematics achievement, relatively limited work has been done on analyzing the effect of feedback on homework and its relationship with mathematics achievement. The purpose of this dissertation study was to examine the effects of four types of feedback on eighth grade students' achievement in mathematics: no feedback, effort-based teacher feedback on paper-and-pencil-based homework, ability-based teacher feedback on paper-and-pencil-based homework, and online programmed feedback on computer-based homework. This dissertation study also explored whether there was any difference in students' perceptions regarding and attitudes towards mathematics depending on feedback type. This study is guided by the Eccles and Wigfield's (2002) expectancy and value theory and Dweck's (2006, 2015) mindset theory. A total of 59 students from an inner-city school district in New York State participated in the study. A repeated measures experimental design was employed in which all participants were part of each feedback type for two weeks to isolate/minimize the between group variability. Repeated measures Analysis of Variance (ANOVA) was used to isolate/identify the most effective feedback strategy by including each participant in the four experimental conditions. Analysis of results revealed that there was statistically insignificant relationship between the effect of different type of feedback and academic achievement in mathematics. Although effort-based feedback appeared to be a variable of interest, different type of feedback on homework were not strongly related to achievement particularly from an inner-city school environment. However, students' attitudes towards mathematics were found to be strongly related to their success in mathematics. Moreover, homework completion and achievement were also positively related to students' mathematics achievement, whereas performance of paper-and-pencil or IXL-based groups were comparable and time spent on homework was not related to achievement. This study contributes to the current literature by investigating the relationship between the impact of different types of feedback and academic achievement in mathematics particularly from an inner-city school environment. The findings of this study provide practical implications for educators by discussing how teachers can increase the effectiveness of homework assignments for all learners.
机译：尽管作业和教师反馈对学生的数学成绩有好处，但在分析反馈对作业及其与数学成绩的关系方面所做的工作相对有限。本研究的目的是检验四种类型的反馈对八年级学生数学成绩的影响：无反馈，基于工作量的老师对纸和铅笔的家庭作业的反馈，基于能力的老师在纸上的反馈-和铅笔的作业，以及基于计算机的作业的在线编程反馈。本论文的研究还探讨了根据反馈类型，学生对数学的看法和态度是否存在差异。这项研究以Eccles和Wigfield（2002）的期望值和价值理论以及Dweck（2006，2015）的心态理论为指导。来自纽约州内城区学区的总共59名学生参加了这项研究。采用重复测量实验设计，其中所有参与者都是每种反馈类型的一部分，为期两周，以隔离/最小化组间变异性。重复测量方差分析（ANOVA）通过将每个参与者包括在四个实验条件中来隔离/确定最有效的反馈策略。结果分析表明，数学上不同类型的反馈的影响与学业成绩之间在统计上无关紧要。尽管基于工作量的反馈似乎是人们感兴趣的变量，但是关于功课的不同类型的反馈与成就之间并没有密切关系，尤其是在市中心学校环境中。但是，发现学生对数学的态度与他们在数学上的成功密切相关。此外，家庭作业的完成和成就也与学生的数学成就呈正相关，而纸笔或基于IXL的小组的表现是可比的，花费在家庭作业上的时间与成就无关。这项研究通过调查不同类型的反馈的影响与数学学习成绩之间的关系，特别是在市中心学校环境中，对当前的文献做出了贡献。这项研究的结果通过讨论教师如何提高所有学习者的家庭作业效率，为教育工作者提供了实际的启示。

著录项

  • 作者

    Mahmood, Amir.;

  • 作者单位

    State University of New York at Buffalo.;

  • 授予单位 State University of New York at Buffalo.;
  • 学科 Mathematics education.
  • 学位 Ph.D.
  • 年度 2018
  • 页码 176 p.
  • 总页数 176
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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