| Autor: |
Austin, Christine Kathryn |
| Jazyk: |
angličtina |
| Rok vydání: |
2023 |
| Předmět: |
|
| Druh dokumentu: |
Text |
| Popis: |
The purpose of this study was to better understand how students use instantaneous automatic online feedback in introductory level tertiary mathematics courses and what factors may influence their use. This study delved into two factors such as a student’s mathematical attitude and their self-determination and explores the relationship between the reported use of feedback and student course success. This quantitative study consisted of a sample of 350 undergraduate students enrolled in introductory level mathematics courses that utilized ALEKS or MyMathLab. Analysis consisted of using Rasch modeling to validate a constructed instrument to gauge the reported use of feedback (Action Based Feedback Survey) and two other survey instruments that have been modified. Other forms of analysis include SEM to assess the relationship between a student level of self-determination, mathematical attitude, and reported use of feedback. Spearman Rho correlation was used to assess the relationship between a student’s reported use of feedback and course success via self-reported course grades. Analysis revealed that the Action Based Feedback Survey can distinguish between the levels of use of feedback. Findings suggest that students use automatic feedback from computer-based learning platforms to get the right answer on similar problems rather than spending the time to learn from it. Findings support claims made about the relationship between student mathematical attitudes and motivation as well as student motivation and the use of feedback. No relation was found between a student’s mathematical attitude and use of feedback nor between a student’s reported use of feedback and their course success. |
| Databáze: |
Networked Digital Library of Theses & Dissertations |
| Externí odkaz: |
|
