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EFFECTS OF FEEDBACK AND LEARNING PROCESS ON THE LEARNING OF FACTORING POLYNOMIALS (CAI)

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Date Issued:
1987
Summary:
This study evaluated the effects of feedback and learning process on students' mathematics achievement scores. The topic of instruction was factoring polynomials. Feedback had two levels, knowledge-of-correctness with explanation of error (KCE) and knowledge-of-correctness with branching to similar problems (KCB). Learning process had two levels as measured by the Torrance Test of Creative Thinking (TTCT), verbal and figural. The subjects were 74 south Florida junior college students enrolled in one of four Intermediate Algebra classes. Subjects were placed into one of four groups by stratified random sampling: (1) verbal and KCE; (2) verbal and KCB; (3) figural and KCE; and, (4) figural and KCB. Two CAI packages delivered instruction and feedback. They eliminated teacher variance and differed only in the type of feedback given to a subject's incorrect response. One contained KCE while the other contained KCB. The two independent variables were feedback and learning process. The dependent variables were immediate posttest scores and one-week delayed posttest scores. Analysis of covariance between the posttest scores and the independent variables was calculated using pretest scores as the covariate. No significant difference in mathematics achievement scores was found for either the types of feedback or the types of learning process. However, a significant interaction effect between feedback and learning process was found. Subjects who were dominant verbal learners receiving KCE and subjects who were dominant figural learners receiving KCB had mathematics achievement scores significantly higher than subjects who were dominant verbal learners receiving KCB and subjects who were dominant figural learners receiving KCE.
Title: EFFECTS OF FEEDBACK AND LEARNING PROCESS ON THE LEARNING OF FACTORING POLYNOMIALS (CAI).
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Name(s): KIZLIK, SANDRA B.
Florida Atlantic University, Degree grantor
Type of Resource: text
Genre: Electronic Thesis Or Dissertation
Issuance: monographic
Date Issued: 1987
Publisher: Florida Atlantic University
Place of Publication: Boca Raton, Fla.
Physical Form: application/pdf
Extent: 108 p.
Language(s): English
Summary: This study evaluated the effects of feedback and learning process on students' mathematics achievement scores. The topic of instruction was factoring polynomials. Feedback had two levels, knowledge-of-correctness with explanation of error (KCE) and knowledge-of-correctness with branching to similar problems (KCB). Learning process had two levels as measured by the Torrance Test of Creative Thinking (TTCT), verbal and figural. The subjects were 74 south Florida junior college students enrolled in one of four Intermediate Algebra classes. Subjects were placed into one of four groups by stratified random sampling: (1) verbal and KCE; (2) verbal and KCB; (3) figural and KCE; and, (4) figural and KCB. Two CAI packages delivered instruction and feedback. They eliminated teacher variance and differed only in the type of feedback given to a subject's incorrect response. One contained KCE while the other contained KCB. The two independent variables were feedback and learning process. The dependent variables were immediate posttest scores and one-week delayed posttest scores. Analysis of covariance between the posttest scores and the independent variables was calculated using pretest scores as the covariate. No significant difference in mathematics achievement scores was found for either the types of feedback or the types of learning process. However, a significant interaction effect between feedback and learning process was found. Subjects who were dominant verbal learners receiving KCE and subjects who were dominant figural learners receiving KCB had mathematics achievement scores significantly higher than subjects who were dominant verbal learners receiving KCB and subjects who were dominant figural learners receiving KCE.
Identifier: 11897 (digitool), FADT11897 (IID), fau:8818 (fedora)
Collection: FAU Electronic Theses and Dissertations Collection
Note(s): Thesis (Educat.D.)--Florida Atlantic University, 1987.
College of Education
Subject(s): Mathematics--Computer-assisted instruction
Learning
Feedback (Psychology)
Held by: Florida Atlantic University Libraries
Persistent Link to This Record: http://purl.flvc.org/fcla/dt/11897
Sublocation: Digital Library
Use and Reproduction: Copyright © is held by the author with permission granted to Florida Atlantic University to digitize, archive and distribute this item for non-profit research and educational purposes. Any reuse of this item in excess of fair use or other copyright exemptions requires permission of the copyright holder.
Use and Reproduction: http://rightsstatements.org/vocab/InC/1.0/
Host Institution: FAU
Is Part of Series: Florida Atlantic University Digital Library Collections.