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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
and Co-Presenter(s)
Zhongzhou Chen; University of Central Florida

Contributed Poster

Contributed Poster: Download the Contributed Poster