The Differential Effect of Basic Mathematics Skills Homework via a Web-Based Intelligent Tutoring System across Achievement Subgroups and Mathematics Domains: A Randomized Field Experiment
This article examines an educational experiment with a unique combination of 3 elements: homework, the use of information and communication technology and a large degree of freedom of choice (student autonomy). More particularly, we study the effectiveness of a web-based intelligent tutoring system...
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Published in | Journal of educational psychology Vol. 108; no. 1; pp. 1 - 20 |
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Main Authors | , , , , |
Format | Journal Article |
Language | English |
Published |
American Psychological Association
01.01.2016
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Subjects | |
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Abstract | This article examines an educational experiment with a unique combination of 3 elements: homework, the use of information and communication technology and a large degree of freedom of choice (student autonomy). More particularly, we study the effectiveness of a web-based intelligent tutoring system (ITS) that a school offers to its students as optional homework, in a sample of 355 first-year secondary students, using an experimental design. The results show that whether students make this noncompulsory homework in the web-based ITS is dependent on their prior achievement and their teacher, and if they practice, they tend to choose easier modules. Students thus do not seem to optimize learning gains, but rather balance their perceived value of practicing and their "expectancy," as found previously for regular (compulsory, non-ITS) homework. Regarding the value of choice, findings suggest that students may be poor judges of their most beneficial exercises pattern. Differentiation in ITS does not guarantee learning, unless scaffolding is tightly linked to it. In line with previous research, this research shows that practice does matter, though at varying intensities. Yet it also clarifies that motivation to make an effort is required, which adds to the lessons learned from homework research; both the perceived value and expectancy are at play and can be enhanced, for example, by teachers. |
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AbstractList | This article examines an educational experiment with a unique combination of 3 elements: homework, the use of information and communication technology and a large degree of freedom of choice (student autonomy). More particularly, we study the effectiveness of a web-based intelligent tutoring system (ITS) that a school offers to its students as optional homework, in a sample of 355 first-year secondary students, using an experimental design. The results show that whether students make this noncompulsory homework in the web-based ITS is dependent on their prior achievement and their teacher, and if they practice, they tend to choose easier modules. Students thus do not seem to optimize learning gains, but rather balance their perceived value of practicing and their "expectancy," as found previously for regular (compulsory, non-ITS) homework. Regarding the value of choice, findings suggest that students may be poor judges of their most beneficial exercises pattern. Differentiation in ITS does not guarantee learning, unless scaffolding is tightly linked to it. In line with previous research, this research shows that practice does matter, though at varying intensities. Yet it also clarifies that motivation to make an effort is required, which adds to the lessons learned from homework research; both the perceived value and expectancy are at play and can be enhanced, for example, by teachers. |
Audience | Secondary Education |
Author | van den Brink, Henriëtte Maassen Groot, Wim Bartelet, Dimona Ghysels, Joris Haelermans, Carla |
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CitedBy_id | crossref_primary_10_1007_s11135_022_01600_9 crossref_primary_10_1080_00220671_2021_1897967 crossref_primary_10_1007_s10639_022_11555_x crossref_primary_10_1016_j_compedu_2020_103969 crossref_primary_10_1016_j_compedu_2022_104615 crossref_primary_10_1145_3264507 crossref_primary_10_1016_j_compedu_2017_05_010 crossref_primary_10_3390_math9060584 crossref_primary_10_1007_s10639_023_12136_2 crossref_primary_10_1080_00313831_2023_2196555 crossref_primary_10_1080_19345747_2016_1213341 crossref_primary_10_1111_jcal_12248 |
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SubjectTerms | Educational Experiments Field Studies Foreign Countries Grade 7 Homework Hypothesis Testing Information Technology Instructional Effectiveness Intelligent Tutoring Systems Mathematics Achievement Mathematics Skills Mathematics Teachers Mathematics Tests Outcomes of Education Personal Autonomy Pretests Posttests Regression (Statistics) Secondary School Students Standardized Tests Student Motivation Teacher Attitudes Teaching Methods |
Title | The Differential Effect of Basic Mathematics Skills Homework via a Web-Based Intelligent Tutoring System across Achievement Subgroups and Mathematics Domains: A Randomized Field Experiment |
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