The Effect of Performance Feedback on Student Help-Seeking and Learning Strategy Use: Do Clickers Make a DifferenceReportar como inadecuado




The Effect of Performance Feedback on Student Help-Seeking and Learning Strategy Use: Do Clickers Make a Difference - Descarga este documento en PDF. Documentación en PDF para descargar gratis. Disponible también para leer online.



Canadian Journal for the Scholarship of Teaching and Learning, v1 n1 Article 6 2010

Two studies were performed to investigate the impact of students' clicker performance feedback on their help-seeking behaviour and use of other learning strategies. In study 1, we investigated the relationship between students' clicker performance, self-efficacy, help-seeking behavior, and academic achievement. We found that there was a significant positive correlation between their clicker performance and their course grades, and help-seeking behavior was negatively and significantly related to clicker and course performance but only for participants with high self-efficacy. In study 2, we expanded our focus to determine if participants modified a number of learning strategies as a result of receiving clicker performance feedback as well as attempting to replicate the clicker-course performance relationship found in study 1. Although participants reported an increase in their use of various learning strategies as a result of using the clickers, changes in learning strategy use was not significantly related to clicker or term test performance. The relationship between clicker and course performance was replicated. The results suggest that clicker-based feedback alone may not be sufficient to lead to a successful change in learning strategy use and that students may need more specific instruction on self-regulation and effective learning strategy use in order to improve their learning.

Descriptors: Handheld Devices, Audience Response Systems, Help Seeking, Learning Strategies, Correlation, Self Efficacy, Academic Achievement, Grades (Scholastic), Feedback (Response), College Students, Surveys, Foreign Countries, Questionnaires, Gender Differences

University of Western Ontario and Society for Teaching and Learning in Higher Education. Mills Memorial Library Room 504, McMaster University, 1280 Main Street West, Hamilton, ON L8S 4L6, Canada. Tel: 905-525-9140; e-mail: info[at]cjsotl-rcacea.ca; Web site: http://www.cjsotl-rcacea.ca/





Autor: Dawson, Debra L.; Meadows, Ken N.; Haffie, Tom

Fuente: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=2270&id=EJ1073565



DESCARGAR PDF




Documentos relacionados