13 research outputs found
The effects of precision teaching and self-regulation learning on early multiplication fluency
Fluent recall of basic facts is essential to the development of more complex math skills. Therefore, failure to develop fluency with basic facts may impede the development of these skills. The present study used a between groups experimental design to investigate whether a basic facts fluency program, implemented within a self-regulated learner (SRL) framework, could lead to increased fluency with multiplication facts for Year 5 and Year 6 New Zealand students (9–10 years old). This study also investigated the extent to which the SRL program altered students’ basic facts practice behavior outside of school hours. The study found that the SRL program resulted in rapid fluency development that was maintained over time. Nomothetic and idiographic analysis confirmed that the program was suitable for use within Tier 1 of the response to intervention framework. In addition, the study also found that students who received the program altered their practice behavior outside school hours. The results from this study show how elements of self-regulated learning and precision teaching can be successfully combined to enhance students’ mathematics achievement
Fostering Learners’ Performance with On-demand Metacognitive Feedback
Activating learners’ deeper thinking mechanisms and reflective judgement (i.e., metacognition) improves learning performance. This study exploits visual analytics to promote metacognition and delivers task-related visualizations to provide on-demand feedback. The goal is to broaden current knowledge on the patterns of on-demand metacognitive feedback usage, with respect to learners’ performance. The results from a between-group and within-group study (N = 174) revealed statistically significant differences on the feedback usage patterns between the performance-based learner clusters. Foremost, the findings shown that learners who consistently request task-related metacognitive feedback and allocate considerable amounts of time on processing it, are more likely to handle task-complexity and cope with conflicting tasks, as well as to achieve high scores. These findings contribute to considering task-related visual analytics as a metacognitive feedback format that facilitates learners’ on-task engagement and data-driven sense-making and increases their awareness of the tasks’ requirements. Implications of the approach are also discussed
Students’ perception of teachers’ two-way feedback interactions that impact learning
© 2018, Springer Nature B.V. Teacher-student interactions are fundamental to learning outcomes. However, the facilitation of student-defined, in-class two-way feedback interaction is under-researched. The purpose of this paper is to share insights from Year 9 students (N = 32; age = 14–15 years), describing effective teacher’s two-way feedback interaction through Respectful Inquiry (RI; asking questions, question openness, and attentive listening). Small-focussed group interviews were conducted and transcripts were inductively analysed to represent the conceptualised effective student-described teacher behaviour and associated learning outcomes. Findings confirm that two-way feedback, as opposed to unilateral teacher feedback, is facilitative of more diverse and higher-order learning outcomes. According to the students, RI is constitutive in the two-way feedback interaction process; executed together, positive psychological needs support and metacognition are fostered. While this research was exploratory, the findings offer practical and novel insights on teachers’ two-way feedback interactions that can enhance students’ metacognition and suggests how specific feedback behaviours augment higher-order learning outcomes