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Investigation of feedback on student...

Walker, Deborah Rush.

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Investigation of feedback on student performance.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Investigation of feedback on student performance./
作者:	Walker, Deborah Rush.
面頁冊數:	197 p.
附註:	Source: Dissertation Abstracts International, Volume: 66-08, Section: B, page: 4193.
Contained By:	Dissertation Abstracts International66-08B.
標題:	Chemistry, General. -
電子資源:	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.
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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.
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