Access the full text.
Sign up today, get DeepDyve free for 14 days.
(2016)
R.(2016),“Comparisons of different types of feedback of Linear Equation Aide (LEA): A mobile assisted learning application on linear equations”, in Intelligent Tutoring Systems 2016
Mariia Gavriushenko, Laura Karilainen, M. Kankaanranta (2015)
Adaptive systems as enablers of feedback in English language learning game-based environments2015 IEEE Frontiers in Education Conference (FIE)
Michael Grant, Suha Tamim, Dorian Brown, J. Sweeney, Fatima Ferguson, Lakavious Jones (2015)
Teaching and Learning with Mobile Computing Devices: Case Study in K-12 ClassroomsTechTrends, 59
G. Stobart (2008)
Testing Times: The Uses and Abuses of Assessment
Séverine Erhel, Eric Jamet (2013)
Digital game-based learning: Impact of instructions and feedback on motivation and learning effectivenessComput. Educ., 67
P. Martino, R. Zan (2011)
Attitude towards mathematics: a bridge between beliefs and emotionsZDM, 43
Lisa Bomia, Lynne Beluzo, D. Demeester, Keli Elander, Mary Johnson, Betty Sheldon (1997)
The Impact of Teaching Strategies on Intrinsic Motivation.
F. Kleij, T. Eggen, Caroline Timmers, B. Veldkamp (2012)
Effects of feedback in a computer-based assessment for learningComput. Educ., 58
(1976)
Fennema – Sherman mathematics attitude scales : Instruments designed to measure attitude toward mathematics by females and males ”
Noboru Matsuda, William Cohen, K. Koedinger, Victoria Keiser, Rohan Raizada, Evelyn Yarzebinski, Shayna Watson, G. Stylianides (2012)
Studying the Effect of Tutor Learning Using a Teachable Agent that Asks the Student Tutor for Explanations2012 IEEE Fourth International Conference On Digital Game And Intelligent Toy Enhanced Learning
D. Jonassen (1996)
Handbook of Research on Educational Communications and Technology : A Project of the Association for Educational Communications and Technology
Hatem Wasfy, T. Wasfy, J. Peters, Riham Mahfouz (2012)
No Skill Left Behind: Intelligent Tutoring Systems Enable a New Paradigm in Learning, 4
Chun-Ming Hung, Iwen Huang, Gwo-jen Hwang (2014)
Effects of digital game-based learning on students’ self-efficacy, motivation, anxiety, and achievements in learning mathematicsJournal of Computers in Education, 1
M. Brown, P. Brown, T. Bibby (2008)
“I would rather die”: reasons given by 16-year-olds for not continuing their study of mathematicsResearch in Mathematics Education, 10
(2002)
S.(2002),“Mathematics and science achievement: Effects
(2005)
H.(2005),“The development of a questionnaire to measure
C. Opolot-Okurut (2010)
Classroom learning environment and motivation towards mathematics among secondary school students in UgandaLearning Environments Research, 13
A. Gertner (1998)
Providing Feedback to Equation Entries in an Intelligent Tutoring System for Physics
H. Colt, M. Davoudi, S. Murgu, Nazanin Rohani (2010)
Measuring learning gain during a one-day introductory bronchoscopy courseSurgical Endoscopy, 25
G. Corbalan, F. Paas, H. Cuypers (2010)
Computer-based feedback in linear algebra: Effects on transfer performance and motivationComput. Educ., 55
Andreas Kyriakides, Maria Meletiou-Mavrotheris, Theodosia Prodromou (2016)
Mobile technologies in the service of students’ learning of mathematics: the example of game application A.L.E.X. in the context of a primary school in CyprusMathematics Education Research Journal, 28
(2000)
This isn’t the place for me: School dropout
Philip Brown, Rachel McCord, H. Matusovich, R. Kajfez (2015)
The use of motivation theory in engineering education research: a systematic review of literatureEuropean Journal of Engineering Education, 40
D. Stipek (2001)
Motivation To Learn
T. Connolly, Elizabeth Boyle, E. MacArthur, T. Hainey, J. Boyle (2012)
A systematic literature review of empirical evidence on computer games and serious gamesComput. Educ., 59
E. Mory (2004)
Feedback research revisited.
(2000)
Youth at risk: A prevention resource for counselors, teachers, and parents 3rd edn
Wen-Hsiung Wu, Y. Wu, Chun-yu Chen, Hao-Yun Kao, Che‐Hung Lin, Sih-Han Huang (2012)
Review of trends from mobile learning studies: A meta-analysisComput. Educ., 59
R. Bringula, John Alvarez, Maron Evangelista, Richard So, Marivic Gatus (2015)
Technical Description of Equation Sensei: A Mobile-Assisted Learning Application in Mathematics2015 IEEE 15th International Conference on Advanced Learning Technologies
A. Lipnevich, Jeffrey Smith (2009)
“I really need feedback to learn:” students’ perspectives on the effectiveness of the differential feedback messagesEducational Assessment, Evaluation and Accountability, 21
Review of Educational Research, 77
L. Ambrose, Paula Moscinski (2002)
The power of feedback.Healthcare executive, 17 5
B. Ng, W. Liu, C. Wang (2016)
Student Motivation and Learning in Mathematics and Science: A Cluster AnalysisInternational Journal of Science and Mathematics Education, 14
Mansureh Kebritchi, Atsusi Hirumi, Haiyan Bai (2010)
The effects of modern mathematics computer games on mathematics achievement and class motivationComput. Educ., 55
M. Vandecandelaere, S. Speybroeck, Gudrun Vanlaar, B. Fraine, J. Damme (2012)
Learning environment and students' mathematics attitudeStudies in Educational Evaluation, 38
P. Steif, A. Dollár (2009)
Study of Usage Patterns and Learning Gains in a Web‐based Interactive Static CourseJournal of Engineering Education, 98
R. Bringula, John Alvarez, Maron Evangelista, Richard So (2017)
Learner-Interface Interactions with Mobile-Assisted Learning in Mathematics: Effects on and Relationship with Mathematics PerformanceInt. J. Mob. Blended Learn., 9
Marina Papastergiou (2009)
Digital Game-Based Learning in high school Computer Science education: Impact on educational effectiveness and student motivationComput. Educ., 52
Davide Fossati (2008)
The Role of Positive Feedback in Intelligent Tutoring Systems
Jill Aldridge, B. Fraser, P. Taylor, C. Chen (2000)
Constructivist learning environments in a crossnational study in Taiwan and AustraliaInternational Journal of Science Education, 22
S. Murray (2011)
Secondary Students' Descriptions of "Good" Mathematics Teachers.The Australian mathematics teacher, 67
Necdet Güner (2012)
Using Metaphor Analysis to Explore High School Students' Attitudes towards Learning Mathematics.Education 3-13, 133
Lecture Notes in Computer Science, 1452
D. Spitzer (1996)
Motivation: The Neglected Factor in Instructional Design.Educational Technology archive, 36
Berinderjeet Kaur (2009)
Characteristics of good mathematics teaching in Singapore grade 8 classrooms: a juxtaposition of teachers’ practice and students’ perceptionZDM, 41
Hsiao‐Lin *, Chi‐Chin Chin, Shyang-Horng Shieh (2005)
The development of a questionnaire to measure students' motivation towards science learningInternational Journal of Science Education, 27
Bryan Lang (1981)
Do You Panic about MathsThe Mathematical Gazette, 65
M. Tapia, George Marsh (2004)
An Instrument to Measure Mathematics AttitudesAcademic exchange quarterly, 8
Pui Foong (1999)
Do you panic about maths
Kusum Singh, Monique Granville, S. Dika (2002)
Mathematics and Science Achievement: Effects of Motivation, Interest, and Academic EngagementThe Journal of Educational Research, 95
Abuta Ogeto (2013)
A study of simple and multiple relations between mathematics attitude, academic motivation and intelligence quotient with mathematics achievement
J. McMillan (2001)
Annual Meeting of the American Educational Research
Katia Ciampa (2014)
Learning in a mobile age: an investigation of student motivationJ. Comput. Assist. Learn., 30
Marilena Pantziara, G. Philippou (2015)
Students’ Motivation in the Mathematics Classroom. Revealing Causes and ConsequencesInternational Journal of Science and Mathematics Education, 13
T. Cleary, Peggy Chen (2009)
Self-regulation, motivation, and math achievement in middle school: variations across grade level and math context.Journal of school psychology, 47 5
Akane Zusho, P. Pintrich, Brian Coppola (2003)
Skill and will: The role of motivation and cognition in the learning of college chemistryInternational Journal of Science Education, 25
PurposeThe purpose of this study is to determine the effects of four different forms of feedback (such as, complete solution, line-by-line correction, line-by-line hint and correct-incorrect final answer) of a mobile-assisted learning application on linear equations and motivation of students towards mathematics learning on students’ mathematics performance.Design/methodology/approachTotally, 285 Grade 7 students (72 students each for the first-three feedback and 69 students for the last feedback) participated in the five-day experiment. A validated instrument was utilized to determine the motivation of students in learning mathematics.FindingsIt was revealed that students solved more problems and spent more time in the line-by-line hint type of feedback. The correct-incorrect final answer group had the most number of incorrect problems solved. It was found that the scores of the students would be different from one another after they utilized the app. Nonetheless, all of them learnt significantly from the app. Five steps of hierarchical regression revealed that all types of feedback were consistent predictors of posttest scores. Thus, the first null hypothesis stating that there is no significant difference between the pretest and posttest scores of the students when categorized by different forms of feedback was rejected. The second null hypothesis stating that the four types of feedback and motivation of students do not influence mathematics performance is partially rejected.Research limitations/implicationsThe study can be replicated in a school with a different atmosphere.Practical implicationsThe use of the application is highly recommended for students who are beginning to learn linear equations. Teachers can replicate the four types of feedback in an actual classroom setting.Originality/valueIt was confirmed that the four types of feedback can teach the students learn mathematics, regardless of the motivation of the students.
International Journal of Web Information Systems – Emerald Publishing
Published: Aug 21, 2017
Read and print from thousands of top scholarly journals.
Already have an account? Log in
Bookmark this article. You can see your Bookmarks on your DeepDyve Library.
To save an article, log in first, or sign up for a DeepDyve account if you don’t already have one.
Copy and paste the desired citation format or use the link below to download a file formatted for EndNote
Access the full text.
Sign up today, get DeepDyve free for 14 days.
All DeepDyve websites use cookies to improve your online experience. They were placed on your computer when you launched this website. You can change your cookie settings through your browser.