Effects of Narrated Heuristic Feedback and Gender on College Students' Calculus Problem Solving Performance

Autor/inn/en	Xie, Ying; Coffland, David; Yang, Fangyun
Titel	Effects of Narrated Heuristic Feedback and Gender on College Students' Calculus Problem Solving Performance
Quelle	In: Journal of Computers in Mathematics and Science Teaching, 31 (2012) 3, S.311-330 (20 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0731-9258
Schlagwörter	Heuristics; Feedback (Response); Control Groups; Research Design; Video Technology; Problem Solving; Calculus; Undergraduate Students; Statistical Analysis; College Students; Higher Education; Pretests Posttests; Experimental Groups; Mathematics Instruction; Mathematics Education; Comparative Analysis; Scores; Gender Differences; Mathematics Achievement + Suchen Sie Ihr Suchwort? Heuristik; Forschungsdesign; Problemlösen; Analysis; Differenzialrechnung; Infinitesimalrechnung; Integralrechnung; Statistische Analyse; Collegestudent; Hochschulbildung; Hochschulsystem; Hochschulwesen; Mathematics lessons; Mathematikunterricht; Mathematische Bildung; Geschlechterkonflikt; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz
Abstract	Multimodal feedback could promote college students' conceptual, procedural and heuristic knowledge learning. This study used an experimental design to investigate the interaction effects of instructor's narrated feedback (with procedural feedback delivered visually and heuristic feedback auditorily) and gender on their post-test performance of a similar problem. Ninety-three first-year undergraduate students participated in the study and were randomly assigned into different feedback groups. Students in the control group received visual-only feedback containing procedural and heuristic information from the instructor. Those in the treatment group viewed a generic three-minute video with the same procedural message presented visually and heuristic knowledge in narration. A two-way ANOVA showed that students receiving the multi-modal feedback scored significantly higher than those receiving visual-only feedback on the post-test. This effect did not differ for female or male students. The result supports that multimodal feedback could be a valuable tool to improve college students' mathematical problem solving skills. (Contains 6 tables and 2 figures.) (As Provided).
Anmerkungen	Association for the Advancement of Computing in Education. P.O. Box 1545, Chesapeake, VA 23327. Tel: 757-366-5606; Fax: 703-997-8760; e-mail: info@aace.org; Web site: http://www.aace.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10