Effects of self-monitoring with accuracy feedback versus self-monitoring with corrective feedback on students' performance in mathematics

Abstract

The current literature suggests that when students are engaged in metacognitive activities, such as self-assessment, self-explanation, monitoring, or revising; their learning is enhanced (Xiaodong, 2001). Further, feedback, an integral element of self-monitoring, has been shown to increase the effectiveness of self-monitoring by guiding students through tasks, delivering corrective feedback that helps the learner identify errors, and providing hints about how to correct the problem (Pintrich, 1995). In this study, the effects of self-monitoring with accuracy feedback and corrective feedback on math performance of fourth grade students were investigated. During a regular mathematics instruction period, the classroom teacher implemented the intervention. There were two experimental and one control groups. Randomly assigned participants (1) self-monitored math performance while receiving accuracy feedback; (2) self-monitored math performance while receiving corrective feedback; or (3) received no intervention. To determine whether self-monitoring (independent variable) resulted in higher student performance score in mathematics (dependent variable), baseline and intervention data and pretest and posttest data were compared. Although results of this study indicated that neither experimental group made gains in math performance as a result of intervention, results were inconclusive due to various factors, such as small sample size.

Date of Award	2005
Original language	American English
Awarding Institution	Eastern Illinois University
Supervisor	Assege HaileMariam (Supervisor)