ERIC Number: EJ1220058
Record Type: Journal
Publication Date: 2019
Pages: 12
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1470-3297
EISSN: N/A
Using Differentiated Feedback to Improve Performance in Introductory Statistics
Cai, Qijie; Chen, Bodong; Wu, Han; Trussell, Glenn
Innovations in Education and Teaching International, v56 n4 p434-445 2019
In this study, we applied the regulatory focus theory to design a feedback intervention to promote learning in an introductory statistics course at a Midwestern public university in the USA. In total, 67 students were randomly assigned to receive feedback that either fitted or not fitted their regulatory focus. Through the analysis of covariance, we found that students in the fit condition had better performance than the non-fit condition, and there was a significant interaction between the individual's regulatory focus and the type of feedback received. Further analysis showed that this interaction was significant only for the middle-performing students, but not for the lower or higher achievers. Findings from this study have implications for feedback design in higher education classrooms.
Descriptors: Individualized Instruction, Feedback (Response), Performance Factors, Student Improvement, Introductory Courses, Statistics, Public Colleges, College Students, Academic Achievement, Student Motivation, College Mathematics, Grades (Scholastic), Self Management
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A