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An evaluation of Math Explorer : exploring the effectiveness of feedback system used in multi-line mathematics solutions
Author
Seow, Joyce Chwee Loon
Supervisor
Hu, Chun
Abstract
Informational feedback has been acknowledged in research to be one of the most important aspects of feedback. However, many mathematics software used in schools merely provides generic feedback. This study aims to evaluate an online mathematics assessment system known as Math Explorer, which has a unique capability of providing instant and informational feedback to multi-line mathematics solution. The feedback used in Math Explorer falls under the category of task specific elaboration feedback as the information provided is beyond the function of verification. The immediate feedback in Math Explorer provides additional information to help learners to locate their error and correct their responses. This study focused on two evaluative questions. The first question was teachers' and students' perception on the feedback system used in Math Explorer. The second question was to ascertain the users' perceived advantages and disadvantages of using Math Explorer for mathematics learning.
Forty-two secondary four express students were asked to complete three drill and practice exercises individually on the topic algebraic manipulation over a period of three weeks as part of their weekly homework assignment. Three teachers were also asked to attempt the same exercises. In the fourth week of the study, data was collected by a questionnaire and semi-structured interviews.
Results showed that students and teachers were generally positively inclined to the use of the feedback system in Math Explorer for learning. They perceived the feedback system used in Math Explorer to be meaningful, engaging and effective for learning; the role of the feedback in Math Explorer as informative, non-judgment and corrective; and they also felt that they had control over the pace and amount of feedback during the instructional process. Other reported advantages included promoting self-regulated learning and increasing the frequency and quality of feedback the students received. One disadvantage highlighted by the users was the rigidity of the grading system. Users also felt that the information and hints provided by the feedback system were too vague and generic for them to locate errors. Findings from this study also showed that majority of the students preferred this form of computer informational feedback to delayed teacher administered feedback and computer generic feedback. Implications, limitations and some recommendations for the study were also discussed.
Forty-two secondary four express students were asked to complete three drill and practice exercises individually on the topic algebraic manipulation over a period of three weeks as part of their weekly homework assignment. Three teachers were also asked to attempt the same exercises. In the fourth week of the study, data was collected by a questionnaire and semi-structured interviews.
Results showed that students and teachers were generally positively inclined to the use of the feedback system in Math Explorer for learning. They perceived the feedback system used in Math Explorer to be meaningful, engaging and effective for learning; the role of the feedback in Math Explorer as informative, non-judgment and corrective; and they also felt that they had control over the pace and amount of feedback during the instructional process. Other reported advantages included promoting self-regulated learning and increasing the frequency and quality of feedback the students received. One disadvantage highlighted by the users was the rigidity of the grading system. Users also felt that the information and hints provided by the feedback system were too vague and generic for them to locate errors. Findings from this study also showed that majority of the students preferred this form of computer informational feedback to delayed teacher administered feedback and computer generic feedback. Implications, limitations and some recommendations for the study were also discussed.
Date Issued
2002
Call Number
QA14.S55 Seo
Date Submitted
2002