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Effect of Immediate Feedback on Math Achievement at the High School Level

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 p...

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Autores principales: Razzaq, Renah, Ostrow, Korinn S., Heffernan, Neil T.
Formato: Online Artículo Texto
Lenguaje:English
Publicado: 2020
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7334720/
http://dx.doi.org/10.1007/978-3-030-52240-7_48
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author Razzaq, Renah
Ostrow, Korinn S.
Heffernan, Neil T.
author_facet Razzaq, Renah
Ostrow, Korinn S.
Heffernan, Neil T.
author_sort Razzaq, Renah
collection PubMed
description 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.
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spelling pubmed-73347202020-07-06 Effect of Immediate Feedback on Math Achievement at the High School Level Razzaq, Renah Ostrow, Korinn S. Heffernan, Neil T. Artificial Intelligence in Education Article 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. 2020-06-10 /pmc/articles/PMC7334720/ http://dx.doi.org/10.1007/978-3-030-52240-7_48 Text en © Springer Nature Switzerland AG 2020 This article is made available via the PMC Open Access Subset for unrestricted research re-use and secondary analysis in any form or by any means with acknowledgement of the original source. These permissions are granted for the duration of the World Health Organization (WHO) declaration of COVID-19 as a global pandemic.
spellingShingle Article
Razzaq, Renah
Ostrow, Korinn S.
Heffernan, Neil T.
Effect of Immediate Feedback on Math Achievement at the High School Level
title Effect of Immediate Feedback on Math Achievement at the High School Level
title_full Effect of Immediate Feedback on Math Achievement at the High School Level
title_fullStr Effect of Immediate Feedback on Math Achievement at the High School Level
title_full_unstemmed Effect of Immediate Feedback on Math Achievement at the High School Level
title_short Effect of Immediate Feedback on Math Achievement at the High School Level
title_sort effect of immediate feedback on math achievement at the high school level
topic Article
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7334720/
http://dx.doi.org/10.1007/978-3-030-52240-7_48
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