東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

Investigation of feedback on student...

Walker, Deborah Rush.

Linked to FindBook

Google Book

Amazon

博客來

Investigation of feedback on student performance.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Investigation of feedback on student performance./
Author:	Walker, Deborah Rush.
Description:	197 p.
Notes:	Source: Dissertation Abstracts International, Volume: 66-08, Section: B, page: 4193.
Contained By:	Dissertation Abstracts International66-08B.
Subject:	Chemistry, General. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3184819
ISBN:	9780542260094

Investigation of feedback on student performance.
Walker, Deborah Rush.

Investigation of feedback on student performance. - 197 p.

Source: Dissertation Abstracts International, Volume: 66-08, Section: B, page: 4193.

Thesis (Ph.D.)--The University of Texas at Austin, 2005.

Comparison of two types of cognitive feedback differing in specificity forms the basis of this study: one type presents the explanation of the problem (informational feedback) and the other presents the explanation plus a corrective statement identifying what the student did wrong (diagnostic feedback). To do this, we inserted an online quizzing and feedback system into an existing second-semester general chemistry course at a large southwestern university. A sample consisted of 95 college students deriving from one of the large lecture course sections, was randomly assigned to one of the two feedback conditions. The students participated in e-quizzes for the entire semester, receiving one of two feedback types after each question. Feedback type (specificity) and feedback count (number of "treatments") comprised the independent variables while performance, motivation, and epistemological beliefs comprised the dependent variables. Analysis spanned 154 multiple-choice questions. Results show no significant difference between the two feedback types employed, but scatter plots and participation plots revealed interesting trends. Our results suggest that increasing specificity of feedback in the manner we employed and using a sample and environment similar to ours does not correspond with increased performance and does not correspond with significant changes in motivation or epistemological beliefs when compared to informational feedback that provides a detailed explanation.

ISBN: 9780542260094Subjects--Topical Terms:

1021807
Chemistry, General.

Investigation of feedback on student performance.
LDR:02397nmm 2200289 4500 001 1829659
005 20070201101139.5
008 130610s2005 eng d
020 $a 9780542260094
035 $a (UnM)AAI3184819
035 $a AAI3184819
040 $a UnM $c UnM
100 1 $a Walker, Deborah Rush. $3 1918514
245 1 0 $a Investigation of feedback on student performance.
300 $a 197 p.
500 $a Source: Dissertation Abstracts International, Volume: 66-08, Section: B, page: 4193.
500 $a Supervisor: Joseph J. Lagowski.
502 $a Thesis (Ph.D.)--The University of Texas at Austin, 2005.
520 $a Comparison of two types of cognitive feedback differing in specificity forms the basis of this study: one type presents the explanation of the problem (informational feedback) and the other presents the explanation plus a corrective statement identifying what the student did wrong (diagnostic feedback). To do this, we inserted an online quizzing and feedback system into an existing second-semester general chemistry course at a large southwestern university. A sample consisted of 95 college students deriving from one of the large lecture course sections, was randomly assigned to one of the two feedback conditions. The students participated in e-quizzes for the entire semester, receiving one of two feedback types after each question. Feedback type (specificity) and feedback count (number of "treatments") comprised the independent variables while performance, motivation, and epistemological beliefs comprised the dependent variables. Analysis spanned 154 multiple-choice questions. Results show no significant difference between the two feedback types employed, but scatter plots and participation plots revealed interesting trends. Our results suggest that increasing specificity of feedback in the manner we employed and using a sample and environment similar to ours does not correspond with increased performance and does not correspond with significant changes in motivation or epistemological beliefs when compared to informational feedback that provides a detailed explanation.
590 $a School code: 0227.
650 4 $a Chemistry, General. $3 1021807
650 4 $a Education, Technology. $3 1017498
650 4 $a Education, Sciences. $3 1017897
690 $a 0485
690 $a 0710
690 $a 0714
710 2 0 $a The University of Texas at Austin. $3 718984
773 0 $t Dissertation Abstracts International $g 66-08B.
790 1 0 $a Lagowski, Joseph J., $e advisor
790 $a 0227
791 $a Ph.D.
792 $a 2005
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3184819