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ORIGINAL RESEARCH article

Front. Psychol.
Sec. Educational Psychology
Volume 15 - 2024 | doi: 10.3389/fpsyg.2024.1356852

Towards self-regulated learning: Effects of different types of data-driven feedback on pupils' mathematics

Provisionally accepted
Jun Huang Jun Huang 1YiNing Cai YiNing Cai 1ZiYing Lv ZiYing Lv 1YuanBo Huang YuanBo Huang 2*Xiao-Li Zheng Xiao-Li Zheng 1*
  • 1 Wenzhou University, Wenzhou, China
  • 2 Kean University-Wenzhou, Wenzhou, Zhejiang Province, China

The final, formatted version of the article will be published soon.

    Mathematical word problems refer to word problems where the information that is presented needs to be integrated, typically into a mathematical formula, to arrive at a solution to the problem. When solving mathematics word problems, elementary school students often have difficulties improving their performance due to a lack of selfregulated learning (SRL). However, SRL can be developed by adopting an appropriate teaching approach which offers quantitative feedback or learning prompts. With the sophistication of interactive and data-driven feedback technology, it is possible to provide timely and personalized strategies for promoting students' SRL. In this study, an interactive e-book editing platform was used to design self-regulation-level-based feedback(SRLF) and task-level-based feedback(TLF) teaching models, which were respectively conducted in two similar fifth-grade classes for the mathematics word problem solving lessons. Using ANCOVA and repeated ANOVA, this study found that (1) the SRLF had a remarkably greater impact on elementary school students' mathematics word problem-solving performance than the TLF, with a partial η 2 -value of .107; (2) In the short period of time, there was no significant difference between the two kinds of feedback on the learners' SRL. The TLF was slightly superior to the SRLF, especially in terms of total self-regulated learning scores and cognitive strategies; (3)The TLF had a significant interaction effect on self-regulated learning and cognitive strategies, respectively with a partial η 2 -value of .059 and .056.

    Keywords: Interactive e-book, self-regulated learning, Data-driven feedback, Mathematics, word problem solving

    Received: 16 Dec 2023; Accepted: 22 Apr 2024.

    Copyright: © 2024 Huang, Cai, Lv, Huang and Zheng. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.

    * Correspondence:
    YuanBo Huang, Kean University-Wenzhou, Wenzhou, Zhejiang Province, China
    Xiao-Li Zheng, Wenzhou University, Wenzhou, China

    Disclaimer: All claims expressed in this article are solely those of the authors and do not necessarily represent those of their affiliated organizations, or those of the publisher, the editors and the reviewers. Any product that may be evaluated in this article or claim that may be made by its manufacturer is not guaranteed or endorsed by the publisher.