Clinical study of student learning using mastery style versus immediate feedback online activities

Gary Gladding, Brianne Gutmann, Noah Schroeder, Timothy J Stelzer

Research output: Contribution to journalArticle

Abstract

This paper is part of a series of studies to improve the efficacy of online physics homework activities by integrating narrated animated solutions with mastery inspired exercises. In a clinical study using first- and second-year university students, the mastery group attempted question sets in four levels, with animated solutions between each attempt, until mastery was achieved on each level. This combined elements of formative assessment, the worked example effect, and mastery learning. The homework group attempted questions with immediate feedback and unlimited tries. The two groups took a similar amount of time to complete the activity. The mastery group significantly outperformed the homework group on a free response post-test that required students to show their work in solving near and far transfer problems.

Original languageEnglish (US)
Article number010114
JournalPhysical Review Special Topics - Physics Education Research
Volume11
Issue number1
DOIs
StatePublished - Jun 1 2015

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students
learning
homework
Group
student
physical exercise
physics
university

ASJC Scopus subject areas

  • Education
  • Physics and Astronomy(all)

Cite this

Clinical study of student learning using mastery style versus immediate feedback online activities. / Gladding, Gary; Gutmann, Brianne; Schroeder, Noah; Stelzer, Timothy J.

In: Physical Review Special Topics - Physics Education Research, Vol. 11, No. 1, 010114, 01.06.2015.

Research output: Contribution to journalArticle

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