Providing feedback on computer-based algebra homework in middle-school classrooms

摘要

Homework is transforming at a rapid rate with continuous advances in educational technology. Computer-based homework, in particular, is gaining popularity across a range of schools, with little empirical evidence on how to optimize student learning. The. current aim was to test the effects of different types of feedback on computer-based homework. In the study, middle school students completed a computer-based pretest, homework assignment, and posttest containing challenging algebraic problems. On the homework assignment, students were assigned to different feedback conditions. In Experiment 1 (N = 103), students received no feedbaek or correct-answer feedback after each problem. In Experiment 2 (N = 143), students received (1) no feedback, (2) correct-answer feedback, (3) try-again feedback, or (4) explanation feedback after each problem. For students with low prior knowledge, feedback resulted in better posttest performance than no feedback. However, students with high prior-knowledge learned just as much whether they received feedback or not. Results suggest the provision of basic feedback on computer-based homework can benefit novice students' mathematics learning. (C) 2016 Elsevier Ltd. All rights reserved.