Identifier

etd-07142014-075200

Degree

Master of Natural Sciences (MNS)

Department

Natural Sciences (Interdepartmental Program)

Document Type

Thesis

Abstract

Online homework is becoming a common type of assignment for math courses in secondary and post-secondary schools in the U.S. This study attempts to determine whether in this setting immediate feedback offers any advantage over delayed feedback in promoting learning gains in high school math. To this end, a study involving two comparable groups of students was performed, one group receiving immediate and the other delayed feedback. Both groups received their feedback in a computer-assisted environment. No significant difference in achievement between the two feedback groups was found.

Date

2014

Document Availability at the Time of Submission

Release the entire work immediately for access worldwide.

Committee Chair

Madden, James

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