PERC 2019 Abstract Detail Page
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| Abstract Title: | Comparing student behavior in mastery and conventional style online physics homeworks |
|---|---|
| Abstract: | We compared students' learning behavior when completing identical online calculus-based physics homework assignments organized in two ways. One was designed for mastery learning where content is divided into sequences of smaller units, where students proceed through the sequences by demonstrating mastery on each topic. The second is a conventional design in which students first study a set of instructional materials equivalent to several mastery units then complete multiple assessment problems at once. Our major findings are: 1. most students go through the instructional content in each unit once, with no significant difference between the two conditions; 2. students attempting the mastery-style homework solved more problems correctly either immediately after studying the instructional content, or on attempts before accessing the instructional content; and 3. for students who solved similar numbers of problems correctly, the mastery condition students spent significantly less time studying and completing homework compared to the traditional condition students. |
| Abstract Type: | Contributed Poster Presentation |
| Session Time: | Poster Session I |
| Poster Number: | A44 |
| Contributed Paper Record: | Contributed Paper Information |
| Contributed Paper Download: | Download Contributed Paper |
Author/Organizer Information | |
| Primary Contact: |
Matthew W Guthrie University of Central Florida 4111 Libra Drive Physical Sciences Building 319 Orlando, FL 32816 |
| Co-Author(s) and Co-Presenter(s) |
Zhongzhou Chen; University of Central Florida |
Contributed Poster | |
| Contributed Poster: | Download the Contributed Poster |
