Prior proficiency level matters: The differential impact of erroneous examples in online homework related to decimal number line tasks.
Background: The present study delves into the debate surrounding the effectiveness of homework, focusing specifically on the use of online homework in teaching decimal numbers to 5th and 6th grade primary school students. It highlights the challenges students face in representing and identifying dec...
| Publicado en: | Journal of Computer Assisted Learning Vol. 40; no. 5; pp. 2166 - 2180 |
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| Autores principales: | , , , |
| Formato: | research tables/charts randomized controlled trial Journal Article |
| Publicado: |
Wiley-Blackwell
Oct2024
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=181038790&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 181038790 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Oct2024 vid: 40 iid: 5 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 181038790 177390405 181038790 181038790 10.1111/jcal.13013 181038790 ppf: 2166 ppct: 14 formats: tig: atl: Prior proficiency level matters: The differential impact of erroneous examples in online homework related to decimal number line tasks. aug: au: Mínguez‐Pardo, Rocío Del Olmo‐Muñoz, Javier Tirado‐Olivares, Sergio González‐Calero, José Antonio affil: LabinTic. Lab of technology integration in classrooms. Faculty of Education of Albacete, University of Castilla‐La Mancha, Albacete, Spain sug: subj: Students, Elementary Mathematics Education Online Education Teaching Methods Task Performance and Analysis Outcomes of Education Funding Source Human Experimental Studies Descriptive Statistics Data Analysis Software Randomized Controlled Trials Pretest-Posttest Design Confidence Intervals Male Female Child Child: 6-12 years Male Female ab: Background: The present study delves into the debate surrounding the effectiveness of homework, focusing specifically on the use of online homework in teaching decimal numbers to 5th and 6th grade primary school students. It highlights the challenges students face in representing and identifying decimal numbers, a concept that is often difficult for 5th and 6th graders to grasp. Objectives: The aim to evaluate the effectiveness of online homework in enhancing understanding of decimal numbers and compare the impact of instructional methodologies based on correct and incorrect examples. Methods: The research employs an experimental design, comparing the effects of online homework with correct and incorrect examples, assessing how these methodologies influence students' ability to understand and use decimal numbers, especially on a number line. Results: The results support the overall effectiveness of online homework in improving students' performance in decimal numbers, regardless of their initial level of understanding. Specifically, the study reveals that the type of examples used in homework plays a key role in the effectiveness of learning. Incorrect examples are more beneficial for students with higher prior knowledge, while correct examples are more appropriate for students with lower prior levels. Conclusions: These outcomes highlight the potential value of online homework in primary education and underline the importance of tailoring educational activities to the individual needs of pupils. The study contributes to the broader conversation about the role of homework in education, suggesting practical ways to optimise online learning experiences for young learners. Lay Description: What is currently known about this topic?: The effectiveness of online homework, especially at primary level, is the subject of debate due to the various impacts on pupils' understanding and performance. What does this paper add?: This study introduces misconception‐based tasks into online homework, showing differential impacts on decimal number learning by prior knowledge. Implications for practice/or policy: Suggests customising online homework based on student knowledge and common misconceptions, impacting educational methods and digital learning platform development. pubtype: Academic Journal doctype: research tables/charts randomized controlled trial Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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