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The effects of immediate feedback us...

Manuel, Austin Kureethara.

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The effects of immediate feedback using a student response system on math achievement of eleventh grade students.

Record Type:	Electronic resources : Monograph/item
Title/Author:	The effects of immediate feedback using a student response system on math achievement of eleventh grade students./
Author:	Manuel, Austin Kureethara.
Description:	201 p.
Notes:	Source: Dissertation Abstracts International, Volume: 76-09(E), Section: A.
Contained By:	Dissertation Abstracts International76-09A(E).
Subject:	Curriculum development. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3662754
ISBN:	9781321704372

The effects of immediate feedback using a student response system on math achievement of eleventh grade students.
Manuel, Austin Kureethara.

The effects of immediate feedback using a student response system on math achievement of eleventh grade students. - 201 p.

Source: Dissertation Abstracts International, Volume: 76-09(E), Section: A.

Thesis (Ph.D.)--Mercer University, 2015.

This quasi-experiment using a pretest-posttest with control group design investigated the effects of providing immediate feedback using an electronic student response system (SRS) to 53 math students enrolled in an accelerated precalculus course during the fall semester of 2014. The students in the experiment group (n = 25) went through a continuous, rigorous, and consistent intervention of receiving immediate feedback for their responses during regular classroom activities and formative assessments using SRS, while the students in the control group (n = 28) were not provided immediate feedback using student response system. The results of the pretest indicated that both groups had statistically significant similar entry-level math skills. The analysis of other covariates in this study, namely giftedness, gender, and economic status of the participating students, were also found to be significantly homogenous. Following an 18-week intervention, after the data were found to meet all the assumptions, an analysis of covariance (ANCOVA) was conducted that revealed a statistically significant difference in the math achievement of students who received immediate feedback using SRS with a medium effect size (n2 ...11). Even though the results proved acceptable, various limitations might have incurred in this study. Therefore, recommendations included further research on the effects of providing immediate feedback with varied samples, longer intervention period, and improved technological devices to provide guidelines for informed decision making regarding the use of SRS as an immediate feedback tool.

ISBN: 9781321704372Subjects--Topical Terms:

684418
Curriculum development.

The effects of immediate feedback using a student response system on math achievement of eleventh grade students.
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245 1 4 $a The effects of immediate feedback using a student response system on math achievement of eleventh grade students.
300 $a 201 p.
500 $a Source: Dissertation Abstracts International, Volume: 76-09(E), Section: A.
500 $a Adviser: Jeffrey S. Hall.
502 $a Thesis (Ph.D.)--Mercer University, 2015.
520 $a This quasi-experiment using a pretest-posttest with control group design investigated the effects of providing immediate feedback using an electronic student response system (SRS) to 53 math students enrolled in an accelerated precalculus course during the fall semester of 2014. The students in the experiment group (n = 25) went through a continuous, rigorous, and consistent intervention of receiving immediate feedback for their responses during regular classroom activities and formative assessments using SRS, while the students in the control group (n = 28) were not provided immediate feedback using student response system. The results of the pretest indicated that both groups had statistically significant similar entry-level math skills. The analysis of other covariates in this study, namely giftedness, gender, and economic status of the participating students, were also found to be significantly homogenous. Following an 18-week intervention, after the data were found to meet all the assumptions, an analysis of covariance (ANCOVA) was conducted that revealed a statistically significant difference in the math achievement of students who received immediate feedback using SRS with a medium effect size (n2 ...11). Even though the results proved acceptable, various limitations might have incurred in this study. Therefore, recommendations included further research on the effects of providing immediate feedback with varied samples, longer intervention period, and improved technological devices to provide guidelines for informed decision making regarding the use of SRS as an immediate feedback tool.
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773 0 $t Dissertation Abstracts International $g 76-09A(E).
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