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.
Recommended Citation
Hebert, Tamara J., "Does the Timing of Feedback Affect Student Learning?" (2014). LSU Master's Theses. 997.
https://repository.lsu.edu/gradschool_theses/997
Committee Chair
Madden, James
DOI
10.31390/gradschool_theses.997