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Effect of Immediate Feedback on the Mathematics Achievement of Low Achieving Senior Secondary School Students

机译：立即反馈对低学历高中生数学成绩的影响

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This study investigated the effect of immediate feedback on the mathematics achievement of low achieving senior secondary school students in Owerri educational zone II of Imo State, Nigeria. The influence of gender on mathematics achievement was also explored. The interaction effect of immediate feedback and gender on mathematics achievement was examined. Three research questions and three null hypotheses guided the study. The design of the study was a quasi- experimental non equivalent pretest–posttest control group design involving one experimental group and one control group. The population of the study was made up of 2,314 low achieving SSII students. The sample size consisted of 145 identified low mathematics achieving students drawn from two schools. The two schools were randomly assigned to experimental and control groups. One research instrument: Mathematics Achievement Test (MAT). The instrument was validated by experts and used for data collection after the instruments was trial tested and found reliable using Kuder Richardson (KR20). Mean and standard deviation were used to answer the research questions while analysis of covariance (ANCOVA) was used to test the hypotheses. The study revealed that instructing low achieving students using immediate feedback strategy has a significant effect on their mathematics achievement. There is no significant difference in the mean mathematics achievement scores of male and female low achieving students exposed to immediate feedback strategy. The interaction effect of immediate feedback and gender on mathematics achievement of low achieving students was not statistically significant. The interaction effect of immediate feedback and gender on mathematics achievement of low achieving students was not significant. Based on these findings, conclusions were drawn and the educational implications were also discussed. It was recommended that students should be exposed to immediate feedback during mathematics teaching and learning interactions, so that they will participate actively and achieve highly. Immediate feedback strategy will enable low achieving students to learn, retain and recall concepts, ideas and principles. Immediate feedback should be incorporated into teacher education programmes to educate the prospective teachers on how to use the strategy.
机译：这项研究调查了即时反馈对尼日利亚Imo State II Owerri教育区低成就高中学生的数学成绩的影响。还探讨了性别对数学成绩的影响。研究了即时反馈和性别对数学成绩的交互作用。三个研究问题和三个零假设指导了研究。该研究的设计是准实验性的非等效前测-后测对照组设计，涉及一个实验组和一个对照组。该研究的人口由2,314名低成就的SSII学生组成。样本数量包括145个确定的低数学成绩的学生，他们来自两所学校。这两所学校被随机分为实验组和对照组。一种研究工具：数学成就测验（MAT）。该仪器经过专家测试验证，并在经过试验测试并使用Kuder Richardson（KR20）认为可靠后用于数据收集。均值和标准差用于回答研究问题，而协方差分析（ANCOVA）用于检验假设。研究表明，使用即时反馈策略指导成绩差的学生对他们的数学成绩有重要影响。接受即时反馈策略的男女低成就学生的平均数学成就分数没有显着差异。即时反馈和性别对成绩不佳的学生的数学成绩的交互作用在统计学上不显着。即时反馈和性别对成绩不佳学生的数学成绩的交互作用并不显着。基于这些发现，得出结论并讨论了教育意义。建议在数学教学互动过程中让学生立即获得反馈，以便他们积极参与并取得高度成就。即时反馈策略将使学习成绩差的学生能够学习，保留和回忆概念，思想和原则。应立即将反馈意见纳入教师教育计划，以教育准教师如何使用该策略。

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