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THE ROLE OF TASK-SPECIFIC ADAPTED KNOWLEDGE OF RESPONSE FEEDBACK IN ALGEBRA PROBLEM SOLVING ONLINE HOMEWORK IN A COLLEGE REMEDIAL COURSE
by
Tzufang (Orchid) Huang
A Dissertation Presented to the
FACULTY OF THE ROSSIER SCHOOL OF EDUCATION
UNIVERSITY OF SOUTHERN CALIFORNIA
In Partial Fulfillment of the
Requirements for the Degree
DOCTOR OF EDUCATION
August 2008
Copyright 2008 Tzufang (Orchid) Huang
Object Description
| Title | The role of task-specific adapted knowledge of response feedback in algebra problem solving online homework in a college remedial course |
| Author | Huang, Tzufang (Orchid) |
| Author email | tzufangh@usc.edu; orchidhuang@gmail.com |
| Degree | Doctor of Education |
| Document type | Dissertation |
| Degree program | Education |
| School | Rossier School of Education |
| Date defended/completed | 2008-06-16 |
| Date submitted | 2008 |
| Restricted until | Unrestricted |
| Date published | 2008-07-31 |
| Advisor (committee chair) | O'Neil, Harold |
| Advisor (committee member) |
Rueda, Robert Anson, Wendy |
| Abstract | Research has pointed out that online homework is an accepted alternative way to replace traditional paper-and-pencil homework. Students' self-efficacy (Nguyen, Hsieh, & Allen, 2006) and achievement (Bulter & Zerr, 2005; Zerr, 2007) can be improved by online homework with feedback. However, there is no study comparing the effects of different types of online homework feedback on undergraduate students' math problem solving skills and achievement.; The purpose of this dissertation is to examine the effects of different types of online homework feedback on algebra problem solving skills and achievement in a college remedial algebra course. Two types of feedback are verification feedback and task-specific adapted knowledge of response feedback. Verification feedback only gives participants information about the accuracy of their answers. Task-specific adapted knowledge of response feedback gives participants not only the accuracy of their answers, but also guidelines to help them correct their answers. Problem solving skills are measured by content understanding, problem solving strategies, and self-regulation. Achievement is measure by an online intervention homework assignment, a test, a final exam, and a final course grade.; The participants were students in a remedial algebra course at a university in California. The homework questions with different types of feedback were delivered through online systems, MyMathLab (MyMathLab, 2007) and CourseCompass (CourseCompass, 2007). Fifty voluntary students were randomly assigned into the control group receiving verification feedback (n= 21), or the experimental group receiving task-specific adapted knowledge of response feedback (n=29). All 50 students also learned individual help-seeking strategies.; This study hypothesized that the experimental group would have better content understanding, greater problem solving strategies, higher self-regulation, and better achievement than the control group. However, the results of this study were unexpected. There were no significant differences between two groups in content understanding, problem solving strategies, self-regulation, and achievement. The fact that there were no differences between two groups could be due to either cognitive overload, or limited functionality of MyMathLab's tools, or learner control, or trial-and-error strategy. Results of this study suggest it will be better to improve computer software's design tools and design feedback in both visual and auditory modalities. |
| Keyword | feedback; computer feedback; online homework; math problem solving; online learning; distance learning |
| Geographic subject (state) | California |
| Language | English |
| Part of collection | University of Southern California dissertations and theses |
| Publisher (of the original version) | University of Southern California |
| Place of publication (of the original version) | Los Angeles, California |
| Publisher (of the digital version) | University of Southern California. Libraries |
| Type | texts |
| Legacy record ID | usctheses-m1482 |
| Contributing entity | University of Southern California |
| Rights | Huang, Tzufang (Orchid) |
| Repository name | Libraries, University of Southern California |
| Repository address | Los Angeles, California |
| Repository email | http://www.usc.edu/isd/libraries/services/ask_a_librarian/email/ |
| Filename | etd-Huang-2197 |
| Archival file | uscthesesreloadpub_Volume29/etd-Huang-2197.pdf |
Description
| Title | Page 1 |
| Contributing entity | University of Southern California |
| Full text | THE ROLE OF TASK-SPECIFIC ADAPTED KNOWLEDGE OF RESPONSE FEEDBACK IN ALGEBRA PROBLEM SOLVING ONLINE HOMEWORK IN A COLLEGE REMEDIAL COURSE by Tzufang (Orchid) Huang A Dissertation Presented to the FACULTY OF THE ROSSIER SCHOOL OF EDUCATION UNIVERSITY OF SOUTHERN CALIFORNIA In Partial Fulfillment of the Requirements for the Degree DOCTOR OF EDUCATION August 2008 Copyright 2008 Tzufang (Orchid) Huang |
