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Feedback and drill practice in a digital teaching method

Davids, Rowan (2020) Feedback and drill practice in a digital teaching method.

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Abstract:Publishers of learning materials in Dutch primary education are publishing new digital teaching methods. A new way of providing feedback emerges. Noordhoff Uitgevers published ´Getal & Ruimte Junior´ with four feedback types integrated. Two of these feedback types are the focus of this study: right/wrong feedback and tailored feedback. This study provides information regarding which feedback types works best for enhancing pupils´ achievement and self-efficacy. A quasi, mixed method, experimental design was utilized to determine which feedback type works best. Pupils attending grade four were appointed to either one of the two conditions: only right/wrong feedback or right/wrong feedback in combination with tailored feedback. The pupils took the Tempo Toets Rekenen, an automated math skills test, as means of a pre-test. After that pupils made several math exercises in Getal & Ruimte Junior, while either seeing only right/wrong feedback or right/wrong feedback in combination with tailored feedback. Next, they filled in a self-efficacy questionnaire. And last, they took a post-test (several math exercises with only right/wrong feedback). Mixed method analyses showed no significance regarding tailored feedback increasing math achievement in comparison to right/wrong feedback. Neither did it increase pupil’s self-efficacy.
Item Type:Essay (Master)
Clients:
Noordhoff Uitgevers, Groningen, Netherlands
Faculty:BMS: Behavioural, Management and Social Sciences
Subject:31 mathematics, 70 social sciences in general, 81 education, teaching
Programme:Educational Science and Technology MSc (60023)
Link to this item:http://purl.utwente.nl/essays/83052
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