Online homework is becoming a common type of assignment for math courses in secondary and post-secondary schools in the U.S. This study attempts to determine whether in this setting immediate feedback offers any advantage over delayed feedback in promoting learning gains in high school math. To this end, a study involving two comparable groups of students was performed, one group receiving immediate and the other delayed feedback. Both groups received their feedback in a computer-assisted environment. No significant difference in achievement between the two feedback groups was found.
| Identifer | oai:union.ndltd.org:LSU/oai:etd.lsu.edu:etd-07142014-075200 |
| Date | 29 July 2014 |
| Creators | Hebert, Tamara J. |
| Contributors | Rouse, Phoebe, Neubrander, Frank, Madden, James |
| Publisher | LSU |
| Source Sets | Louisiana State University |
| Language | English |
| Detected Language | English |
| Type | text |
| Format | application/pdf |
| Source | http://etd.lsu.edu/docs/available/etd-07142014-075200/ |
| Rights | unrestricted, I hereby certify that, if appropriate, I have obtained and attached herein a written permission statement from the owner(s) of each third party copyrighted matter to be included in my thesis, dissertation, or project report, allowing distribution as specified below. I certify that the version I submitted is the same as that approved by my advisory committee. I hereby grant to LSU or its agents the non-exclusive license to archive and make accessible, under the conditions specified below and in appropriate University policies, my thesis, dissertation, or project report in whole or in part in all forms of media, now or hereafter known. I retain all other ownership rights to the copyright of the thesis, dissertation or project report. I also retain the right to use in future works (such as articles or books) all or part of this thesis, dissertation, or project report. |
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