Dissertation/Thesis Abstract

The Effects of Immediate Elaborative Feedback Using Student Response Systems on the Mathematics Achievement of Fifth-Grade Students
by Byrd, Linda A., D.Phil., Mercer University, 2019, 123; 27539705
Abstract (Summary)

Mathematics is one of the core subjects for students. In 2017, the National Center for Education Statistics shared results of the most recent tests in mathematics. Although students have increased in their proficiency since 2000, the 2017 results indicated that the scores of students in the United States continue to be lower in mathematics than the scores of students in other countries, especially students in grades fourth and eighth. Thus, educators need to work on implementing strategies to assist students in increasing their math skills.

This quasi-experimental study with pretest and posttest with control group design investigated the effects of elaborative feedback and self-regulation strategy instruction on the mathematics achievement of fifth-grade students. The study’s theoretical framework consisted of distributed cognition and self-regulation. The participants were 26 fifth-grade students from a private Christian school in the southeastern United States. The researcher collected data for 12 weeks. The researcher analyzed data using ANCOVA and independent samples t-tests. The results of the tests showed no significant difference between the experimental and control groups on the STAR Math test and the Self-Regulation Questionnaire. The control group scored slightly higher on the posttest than the experimental group scored. Although the results did not yield a statistically significant difference, educators can recognize the importance of utilizing various strategies to assist students in constructing knowledge in mathematics. Additionally, when educators teach students self-regulation skills and how to collaborate using distributed cognition, they can help students understand the significance of their voices in the learning process. Thus, future research should involve the connection of self-regulation and distributed cognition in the early grades.

Indexing (document details)
Advisor: Hall, Jeffrey S.
Commitee: Kiper Riechel, Morgan E., Ballenger, H. Justin
School: Mercer University
Department: Tift College of Education
School Location: United States -- Georgia
Source: DAI-A 81/5(E), Dissertation Abstracts International
Subjects: Mathematics education, Curriculum development, Educational technology
Keywords: Distributed cognition, Elaborative feedback, Mathematics, Self-regulation, Student response systems
Publication Number: 27539705
ISBN: 9781392820759
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