Data Analysis Memo

Round 2

Phuong Nguyen
 Round 2 Data Analysis Memo and Round 3 Plan

Research Question
My questions are, “What happens to students' learning in mathematics when I incorporate
technology tools to provide students immediate feedback to help them articulate their
understanding and use teacher guidance to meet their needs? How does feedback influence their
motivation to revise their work?”

Intervention/Innovation

In this round, students were being placed in breakout rooms and worked with team members to
complete a task. Three concepts covered in this round were determining the sum of interior and
exterior angles in a polygon, calculating the circumference and area of a circle, and applying
their knowledge of the area of a circle to determine the area of a sector. The technology tool used
to present the group activity will be Google Slides. The Google Slides included the task and
group numbers will be labeled. Their group (slide) number corresponded to a breakout room
number. For example, if students are in breakout room number one, that means he or she will be
in group number. The breakout norms were reviewed with students before putting them in the
breakout room. I monitored students' progress and provided feedback on Google Slides. The
feedback provided to students fell into one of the two categories, group feedback and whole class
feedback. The feedback encouraged students to focus on their progression, helped them articulate
their understanding, and motivated them to complete the task. Google Slides displayed all
groups’ answers at the same time students are completing the assignment. Thus, I could be able
to quickly identify any common mistakes made within the activity. I used the Google Slides “text
box” features to leave written feedback on their slide or joined them in their breakout rooms to
provide feedback verbally. When giving feedback, students were being encouraged to refer to
prior knowledge that aligned with the current learning goal. I utilized videos and diagrams to
promote conceptual understanding and avoid misconceptions. For whole class feedback, I used
results received on Google Slides to pull out samples of students’ work and conduct a whole
class discussion. During discussions, I utilized the strategy of “My Favorite No,” to have
students identify mistakes in the samples and correct them.

When I gave students feedback with the group or whole class, I observed and used tallies to
collect data. Throughout the learning segment, I marked the number of groups who discovered
the correct answer, groups that did not, and groups who revised answers using feedback. To
ensure students have understood the concept, I gave students similar questions on the exit ticket.
Then I will compare the before-feedback results and exit tickets to track students’ growth. 

Rationale:
In round 1 of the action research Pear Deck was chosen to monitor progress and provide
individual and whole class feedback throughout the entire lesson. In this round, I would like to
examine the effectiveness of giving feedback when students work as a group through Google
Slides. I also seek to explore students’ attitude and performance when feedback is given in this
round compared to the round 1.
Data Collected
 Survey: responses to open ended questions
 Before and after result (students’ work)
 Tally
 Survey (scale 1-5)

Data Analysis

 Qualitative Data Analysis Strategies:

Students were given open ended surveys on Google Form. Their responses sorted into an
Excel sheet. I used the “find” function in Excel to determine the number of times a code
was mentioned. The codes would then group into themes. For example, when asking
“how do you feel when you receive feedback from Ms. Nguyen through Google Slides”
the word “motivate” or phrases that indicated similar meaning would repeat in multiple
responses. As a result, those responses were being grouped into the theme of motivation
and given a score of 1. Then an average calculated to determine the percentage of
students who were motivated by receiving feedback through Google Slides.

 Quantitative Data Analysis Strategies:

 Before feedback, student’s individual scores were calculated and compared to their
averages on the exit ticket. Comparing the two lets me to determine if feedback allowed
students to reach proficiency (76% or above). Throughout the lesson, I tallied the score
before and after feedback of each individual group of students. Comparing before and
after provided insight to which students utilized feedback. Students were also given an
open-ended survey response that asks them their feelings toward giving feedback and
going over the most missed question from the group activity on Google Form.

Finding
 Qualitative Data
The qualitative data revealed that the majority of students (52.38%) showed positive
feelings toward receiving feedback through Google Slides. Instant feedback not only
motivated students to complete the work, but also helped students be self- reflective.
Interacting with feedback helped build connections between teachers and classmates. The
results showed that students felt positive, were motivated and self- reflective when
feedback was given. However, there were a few students who felt negatively towards
receiving feedback (2.38%). Those with negative feelings stated they felt a little nervous
when receiving feedback. Others said that they did not know what needed to be fixed.
The data also showed that most students (86.75%) were reflective and had a positive
attitude toward whole class discussion on most missed questions. However, several high
performing students felt neutral or negative toward going over the most missed question
as they already master the concept.
The percentage of students felt negatively toward giving feedback in this round (2.38%)
is lower than the percentage in round 1 (3.16%). The findings suggest that I need to
 continue finding strategies on giving effective feedback to lower the percentage of
students felt negatively toward the feedback in the next round.
The findings also suggest that I need to find and implement different instructional
strategies to enhance high performing students in the task as they felt that it was
unnecessary to go over the most missed question.

Q1: How do you feel when you received feedback from Ms. Nguyen through Google Slides?
Themes % Sample Responses
Positive Feeling 52.38  “I feel grateful. The comments are either
reassuring or let us know what we should double
check and fix up.”
 “I like Ms. Nguyen's feedback because if we are
doing something wrong, we can fix it before we do
too much more, and if we're doing it right, it is nice
to have positive feedback.”
 “I feel good, it helps me and my teammates fix
and find our mistakes.”
 “[I] feel better, because the comments help me
understand more.”
 “It felt good since I was getting a second opinion
of I wrote.”
 “Happy that I can improve to be better.”
 “It is helpful because I may be making mistakes
that I thought were correct.”
Reflective 30.95  “Helps clarify everyone in the whole group on
what we need to improve on and if we got it
correct or wrong.”
 “I feel like I understood the concept better.”
 “When Ms. Nguyen gives feedback, she helps me
understand the problem easier.”

Motivate 10.71  “I feel like she motivates myself and others to find
the right answer, work together, and be proud of
ourselves when we do it correctly.
 “It makes me feel encouraged and enlightened.”
 “I feel motivated that Ms. Nguyen actually takes
time to look at our work.”
 “I feel more confident as it helps me understand
the work I do with my team members much
better.”
 “When we are wrong about something, the
comments help me find out what I did wrong. [I]f
we are right, then the comments encourage me.”
 “I feel more motivated to complete my work and
get it done correctly.”
 “It helps me feel more confident and makes me
know I'm either going in the right direction or I
 need to go back and check my work.”
 “Whenever I receive work from Ms. Nguyen
through google slides, not only do I have the
motivation to complete the assignment regardless
of if I do or do not understand the concept, but my
group members as well.”

Build Connection 4.71  “I feel like we are interacting.”

 “I feel that she is not only paying attention to
everyone else but me as well.”
 “I feel good, she knows our group is working hard
together to find the answer.”
Negative Feeling 2.38  “I am a bit nervous if you comment on my part but
I know its for the greater good.”
 “I really don’t know what needs to be fixed.”

Q2: Explain how you feel when Ms. Nguyen goes over the most missed problem on Google Slides?
Themes % Sample Responses
Reflective 20.48  “It helps me understand what I can improve on to
get the answer correct.

 “I feel like I learned more, because you go over

the steps of how to solve it with the class.”
Positive Feeling 66.27  “It makes me feel relieved because if I know I
also was struggling on a problem like that then it
help[s] get in my brain how to solve it correctly so
I know how to do it for the next time.”
 “It makes me appreciate her more because she is
actually trying to help and teach us.”
 “It is helpful since other groups may make the
same mistakes as me.”
 “I feel relieved and assured knowing that I wasn't
the only one who didn't understand the problem
and that I get another explanation of the solution
to help me understand better.”
 “I feel good because I understand the concept
better.”

 “I like it, because it helps me understand where I

or another student may go wrong and why it's
wrong, so I can avoid it.”
Neutral 6.024  “If I already know the concept then it doesn't
 really help me, but if I still am having trouble with it
then yes it helps.”
 “I didn't understand the concept better really
because of the other work we do on that concept.
However, it does help to show what not to do. Not
only that, it is a good opportunity to double check
the answer to see if it is correct or incorrect.”
 “Yes and no, I still get confused with some things
but the classmates helping is really great.”

Negative Feeling 6.024  “Most of the times it does not help me understand
the concept.

 “Whenever Ms. Nguyen goes over the most

missed problem, I feel it could help the students if
they got it wrong, but if I were one of the people
who got the problem right, it doesn't help in
anyway since I know the concept.”
 “I usually already fully understand the concept
before then, so it often doesn't affect anything.”

Quantitative Data

Throughout the group activity, scores were tallied before- and after-feedback. Students engaged
with two problems on Google Slides. Based on the data collected, the average scores of after-
feedback was higher compared to the scores before-feedback was given. This indicated that all
students implemented my feedback to revise their work. To access student’s understanding,
students were given an exit ticket. The result on the exit ticket reveals that students benefited
from receiving feedback. 
I also compared high performing students’ average before feedback versus their average on the
exit ticket. The results showed that feedback also benefited high performing students. It also
showed that they have mastered the concepts.
The results suggest that I need to find strategies to engage high performing students in the
mathematical tasks when they have mastered the concepts.

Planning Next Round

The results from round 2 data showed that feedback gave students positive feelings, motivation
and allowed them to be reflective on their work. However, some students felt negatively toward
receiving feedback. The percentage of students felt negatively toward giving feedback in this
round (2.38%) is lower than the percentage in round 1 (3.16%). The findings suggest that I need
to continue finding strategies on giving effective feedback to lower the percentage of students
felt negatively toward the feedback in the next round.
High- performing students expressed neutral or negative feelings toward going over the most
missed question as their average on the exit ticket has met proficiency. In the next round, I will
implement different instructional strategies to enhance high performing students in the task. For
example, I may provide the high performing students challenge tasks or have them find another
way to solve the most missed question to extend their understanding.

Literature Connections

Balta, N., & Tzafilkou, K. (2018). Using Socrative software for instant formative feedback in
physics courses. Education and Information Technologies, 24(1), 307-323.

Summary:

Balta and Tzafilkou (2018) conducted a research study on students’ attitudes towards the use of
an online software called Socrative. The researchers concluded that students generally displayed
positive attitudes towards the program because it was practical, saved time, provided immediate
feedback and allowed opinions to be exchanged (Balta, Tzafilkou 2018). Balta and Tzafilkou’s
(2018) research demonstrate the power of technology tools in helping students develop a positive
perspective. The goal of this research is to determine if similar results can be achieved through
the use of Pear Deck. Pear Deck is a similar online tool that has multiple question types, collects
students’ responses, and allows a variety of responses to be displayed. Utilizing an engaging,
timely and interactive tool will help students develop positive attitudes and become more
motivated learners

Clark, I. (2012, June). Formative Assessment: Assessment Is for Self-regulated Learning

[Review of Educational Psychology Review]. 205-249. Retrieved November 1, 2020, from
https://www.jstor.org/stable/43546787

Summary:

Clark explains that formative assessment can be divided into two categories, assessment for
learning and assessment as learning (Clark, 2012 p.208). The purpose of assessment for learning
is to monitor students’ progress toward the desired goal and close the gap between a learner’s
current status and desired outcome. Clark states that this can be achieved through the process of
sharing criteria with learners, effective questioning and feedback. On the other hand, assessment
as learning is the process where both students and teachers set learning goals, evaluate learning
through communication and self-assess (Clark, 2012 p.208). This research will explore the
impact of using online platforms such as Quizizz and Edulastic to serve as both assessment for
learning and assessment as learning. Quizizz is a student-paced assessment tool that asks
questions in the form of a game. Edulstic is an educational assessment platform that allows
teachers to assign digital tests and worksheets to students. These platforms require solutions to
questions be pre-determined. As a result, they can serve as assessment for learning because upon
completion, students are given an instant status on the progress of their learning. However, not
only can these platforms provide a snapshot into student learning, they can serve as learning
segments on their own. These platforms have features such as preview and flash cards that allow
the teacher to go over commonly missed questions. As a result, these technology tools can serve
as assessment as learning, where the teacher and student can evaluate the class progress as a
whole and provide data that can be used to determine future learning goals.

Fyfe, E. R., & Brown, S. A. (2017). Feedback influences children's reasoning about math
equivalence: A meta-analytic review. Thinking & Reasoning, 24(2), 157-178.
doi:10.1080/13546783.2017.1359208

Summary:

In round one, the majority of my students reacted positively to the feedback and found it helpful
in guiding them to understand the concept. Data from round 1 also showed that giving feedback
had a positive effect. However, a few high performing students left comments stating that they
did not need the feedback because they learned the concept from the previous course. Data from
round 1 revealed that high performing students got lower scores on the exit ticket (posted
assessment- after feedback is provided) compared to their pre- assessment (before feedback is
provided). The article describes that one possible explanation could be the post assessment being
delayed to the next day. I need to do an experiment in round two to evaluate this possibility.

Fyfe, E. R., & Rittle-Johnson, B. (2016). The benefits of computer-generated feedback for
mathematics problem solving. Journal of Experimental Child Psychology, 147, 140-151.
doi:10.1016/j.jecp.2016.03.009

Summary:

Second- grade students were randomly chosen to receive instruction on a correct problem-
solving strategy. They received no-feedback, immediate-feedback, or summative-feedback from
the computer. Results showed that low performance students scored higher on the posttest when
receiving immediate-feedback and summative-feedback when compared to no-feedback.
However, only immediate-feedback increased transfer and mastery of material for both low and
high-performance students. The study suggested that one of the reasons that summative-feedback
had minimal benefits because it increased attention to the self. Researchers hypothesized that
receiving feedback on problems all at once increased attention to the self, which caused a
negative affective response. This influenced students’ confidence and motivation to learn. In
round 2, I gave students feedback after they were done with all the problems on their slide since I
did not want to interrupt their conversation with their team members. This may influence
students’ confidence and motivation to learn. In the next round, I will implement the online tool
Quizizz, where feedback is provided immediately for each question.

Jug, R., MB, BCh, BAO, Jiang, X. S., MD, & Bean, S. M., MD. (March 14, 2018). Giving and
Receiving Effective Feedback. A Review Article and How- To Guide, 143, 224-250.
doi:10.5858/arpa.2018-0058-RA

Summary:

The survey for the round 1 research revealed the perils of praise. One student commented that
praises such as “good job” or “keep up the good work” made her feel good the first couple of
times but felt tired after repeating hearings. I reflected on my teaching practice and noticed that I
have repeatedly and incorrectly used praise. This article has helped me realize why I should
avoid using excessive praise and provided alternative strategies for giving students’ feedback.
Feedback should not go in one direction, but it be a bidirectional conversation, where discussion
is welcomed. The articles recommend several feedback strategies but in my second round, I will
implement the Ask- Tell- Ask method because of its simple implementation. 

Lai, C., Zhang, W., & Chang, Y. (2020). Differentiated instruction enhances sixth-grade
STUDENTS' mathematics SELF-EFFICACY, learning motives, and problem-solving
skills. Social Behavior and Personality: An International Journal, 48(6), 1-13.
doi:10.2224/sbp.9094
Summary:

 In this study, sixth grade students were examined the effectiveness of different instruction on
their mathematical self- efficacy (MSE), mathematics learning motives (MLM), and
mathematical problem- solving skills (MPSS). MSE is the belief in one’s self capabilities in
learning mathematics. MLM refers to students’ diligence and persistence in completing the task.
MPSS is the skill to solve problems that help them investigate and understand the concept. Their
results showed that students who received differentiated instruction in mathematics scored higher
on MSE, MLM, and MPSS at the end of a year- long intervention. Several of my high-
performance students reacted neutral or negatively to going over the most missed question in this
round. They found that going over the most missed question was not necessary as they already
understand the problem. In the next round, I will differentiate my instruction to improve students'
mathematics learning motives (MLM) by asking them to find a different way to questions to
engage them in the task. As students’ learning needs are satisfied, this may lead to successful
learning experience and positive emotional reactions to going over the most missed question.

Roschelle, J., Rafanan, K., Bhanot, R., Estrella, G., Penuel, B., Nussbaum, M., & Claro, S.
(2010, August). Scaffolding group explanation and feedback with handheld technology:
Impact on students' mathematics learnin [Review of Educational Technology Research
and Development]. 399-419. Retrieved November 1, 2020, from
https://www.jstor.org/stable/40929363?seq=1&cid=pdfreference#references_tab_contents

Summary:

The result of the study showed that students using TechPALs achieved higher results than those
in the control group. The researchers theorized that participants using TechPALs had better
results because they were provided group feedback and had opportunities for social processing.
In this research, Google Interactive Slides will serve as the technology tool that allows students
to work as a group. Interactive Slides is a strategy where a team of students work on a Google
slide simultaneously. The slides will have objects that can be moved, manipulated and typed
upon. Students will have to communicate and coordinate among themselves to solve math
problems. Google Interactive Slides provides opportunities for students to interact socially
through a virtual format and allows feedback to be received as a group.

Sidney, P. G., & Alibali, M. W. (2014). Making connections in math: Activating a prior
knowledge analogue matters for learning. Journal of Cognition and Development, 16(1),
160-185. doi:10.1080/15248372.2013.792091

Summary:
It’s important to choose prior knowledge that aligns with the current learning goal to help
students improve their understanding. If students were free to make any connections they noticed
between the prior knowledge and current learning concept, they may make unhelpful links.
Therefore, the teacher needs to highlight specific connections in order to guide students and
avoid misconceptions. Since the majority of my students are visual learners, the prior knowledge
presented to students will include visual elements. When providing students feedback in round 2,
I will utilize videos and diagrams to promote conceptual understanding.

Ysseldyke, J., Tardrew, S., Betts, J., Thill, T., & Hannigan, E. (2004). Use of an Instructional
management system to Enhance math instruction of gifted and talented students. Journal
for the Education of the Gifted, 27(4), 293-310. doi:10.4219/jeg-2004-319

Summary:

This study examined the effectiveness of the Accelerate Math (AM) curriculum on gifted and
talented (GT) students’ mathematical achievement. AM is a computer- based instructional
system that allows students to work at a self- selected pace and develop more advanced
mathematics skills. The curriculum allowed students to move at their own pace and even move
ahead of others. AM helps teachers assign instruction that matches to students’ level and monitor
their progress. It also provides immediate feedback to both teacher and students on students’
performance. Results showed that GT students do benefit from access to the AM curriculum. 
Quizizz is a student-paced assessment tool that asks questions in the form of a game. Upon
completion, students are given an instant status on the progress of their learning. Quizizz
provides the teacher dashboard which allows teachers to monitor students’ work. In round 3, I
will create two Quizizz assignments, one for all students and another will be optional for any
students to attempt for extra credit. The optional Quizizz assignment will contain challenging
problems, which allow students to challenge themselves and extend their understanding.
 ROUND THREE RESEARCH PLAN
Round 3
Context
Brief info
I am a math teacher at a large and comprehensive high school with a 2019- 2020 estimated student population of
about your
school, subject, 2,250. The student population from our residential area reflects the ethnic, cultural, and economic diversity of our
grade, class, community. Students in my Integrated Math 2 class span multiple grade levels from freshman to senior.
students
Research 1. What happens to students’ learning in mathematics when I incorporate technology tools to provide
Question(s)
students immediate feedback to help them articulate their understanding and use teacher guidance to meet
(If you have
more than 1 their needs?
research
question- 2. How does feedback influence their motivation to revise their work?
highlight the
RQs that are
most relevant
to this round)
CONNECTIONS
The results from round 2 data showed that feedback gave students positive feelings, motivation and allowed them
Briefly explain to be reflective on their work. However, some students felt negatively toward receiving feedback. The percentage
what you of students felt negatively toward giving feedback in this round (2.38%) is lower than the percentage in round 1
learned in (3.16%). In this round, I need to continue finding strategies on giving effective feedback to lower the percentage of
Round 1 Data
Analysis that
students felt negatively toward the feedback in the next round.
informed your High- performing students expressed neutral or negative feelings toward going over the most missed question as
decisions for their average on the exit ticket has met proficiency. In this round, I will implement different instructional strategies
Round 2. to enhance high performing students in the task. For example, I may provide the high performing students an
optional Quizizz assignment that contains challenging problems or have them find another way to solve the most
missed question to extend their understanding.

Round 2
Intervention/
Innovations
In this round, students will be completing formative assessments/ exit tickets on Quizizz by the end of each lesson.
Students will be able to connect transformations of parabolas with their equations in graphing form. Quizizz will be
This is your the technology tool used to monitor students’ progress and provide them instant feedback. The lesson will be split
general lesson between three days. On the first day, students will define the terms stretch vertically and compress vertically and
or lesson series
plans in
write equations of parabolas when the parabola stretched or compressed vertically. On the second day, students will
response to this learn how to write equations of parabolas when the function shifts up, down, left or right. On the third day, students
question: How will learn how to write equations for the parabola when we combine more than one transformation. Fifteen or
will you twenty minutes before the end of each lesson, students will take an assessment on Quizizz. Quizizz is a student-
organize
learning
paced assessment tool that asks questions in the form of a game. This platform requires solutions to be pre-
experiences for determined. Thus, students are given an instant status on the progress of their learning. Students have two attempts
students that for the assessment. I will use the teacher dashboard to monitor students’ progress, tallies, and collect data of the
address your result from the first attempt and second attempt. Once students are done, I will use the result on the teacher
research
questions(s)? dashboard and share it with the whole class so we can go over the commonly missed question together. To meet the
need of all students, I will make sure to include an optional Quizizz assessment for any students who would like
Cite sources as more practice to earn extra credit.
needed

Attach To ensure students have understood the concept, I will give students similar questions on the exit ticket on the next
additional day. Then I will compare the before-feedback (the first attempt) results and exit tickets to track students’ growth. 
lesson artifacts
(optional)
At the end of this round, students will be given a survey on how providing immediate feedback using Quizizz has
helped them articulate their understanding and the feedback was used to meet their needs. Students will also be
asked how feedback has influenced their motivation to revise/ complete their work.
 Round 3

Round 2 Data
to be collected
 Survey: responses to open ended survey questions
 Before and after result (students’ work)
What are the  Tally
data/artifacts
that you will
 Survey (scale 1-5)
collect?
e.g.: Student
work?
Notes from
observations?
Interviews?
Video?

Data Analysis
 Qualitative Data Analysis Plan:
Plans Students will be giving open ended surveys on Google Form. Their responses will be sorted into an Excel
sheet. I will use the “find” function in Excel to determine the number of times a code was mentioned. The
What are your codes will then group into themes. For example, when asking “how do you feel when you receive the
data analysis
strategies for automatic feedback on Quizizz” the word “motivate” will repeat in multiple responses. As a result, those
qualitative data responses will be grouped into the theme of motivation and given a score of 1. Then an average will be
(e.g., coding, calculated to determine the percentage of students who were motivated by receiving feedback through
memos) Google Slides.
Explain your
analysis plans  
specifically for  Quantitative Data Plan:
the data in this
Student’s score on the first attempt will be calculated and compared to their average on the exit ticket.
round
Comparing the two will determine if automatic feedback from Quizizz and feedback from me when going
What are your over the most missed question have allowed students to reach proficiency. Throughout the lesson, I will
data analysis tally the score from the first attempt and second attempt of each individual student. Comparing before and
strategies for
quantitative
after will provide insight to which students utilized the automatic feedback from Quizizz. Students will
date (e.g., also be given a closed ended survey response on a Likert scale from 1 (Strongly Disagree) to 5 (Strongly
descriptive Agree).
statistics)
Explain your
analysis plans
specifically for
the data in this
round
 Round 3
Clark, I. (2012, June). Formative Assessment: Assessment Is for Self-regulated Learning [Review of Educational
Literature Psychology Review]. 205-249. Retrieved November 1, 2020, from https://www.jstor.org/stable/43546787
Source(s)
cited in Summary:
APA
Clark explains that formative assessment can be divided into two categories, assessment for learning and
Cite any
assessment as learning (Clark, 2012 p.208). The purpose of assessment for learning is to monitor students’ progress
sources here
and briefly toward the desired goal and close the gap between a learner’s current status and desired outcome. Clark states that
describe this can be achieved through the process of sharing criteria with learners, effective questioning and feedback. On
how the the other hand, assessment as learning is the process where both students and teachers set learning goals, evaluate
literature learning through communication and self-assess (Clark, 2012 p.208). This research will explore the impact of using
will be online platforms such as Quizizz and Edulastic to serve as both assessment for learning and assessment as learning.
leveraged to Quizizz is a student-paced assessment tool that asks questions in the form of a game. This platform requires
inform your solutions to questions be pre-determined. As a result, it can serve as assessment for learning because upon
research completion, students are given an instant status on the progress of their learning. However, not only can the
questions, platform provides a snapshot into student learning, it can serve as learning segments on their own. Quizizz has
intervention features such as preview and flash cards that allow the teacher to go over commonly missed questions. As a result,
, data this technology tool can serve as assessment as learning, where the teacher and student can evaluate the class
collection
progress as a whole and provide data that can be used to determine future learning goals.
and analysis
plans.

Fyfe, E. R., & Rittle-Johnson, B. (2016). The benefits of computer-generated feedback for mathematics problem
solving. Journal of Experimental Child Psychology, 147, 140-151. doi:10.1016/j.jecp.2016.03.009

Summary:

Second- grade students were randomly chosen to receive instruction on a correct problem-solving strategy. They
received no-feedback, immediate-feedback, or summative-feedback from the computer. Results showed that low
performance students scored higher on the posttest when receiving immediate-feedback and summative-feedback
when compared to no-feedback. However, only immediate-feedback increased transfer and mastery of material for
both low and high-performance students. The study suggested that one of the reasons that summative-feedback had
minimal benefits because it increased attention to the self. Researchers hypothesized that receiving feedback on
problems all at once increased attention to the self, which caused a negative affective response. This influenced
students’ confidence and motivation to learn. In round 2, I gave students feedback after they were done with all the
problems on their slide since I did not want to interrupt their conversation with their team members. This may
influence students’ confidence and motivation to learn. In the next round, I will implement the online tool Quizizz,
where feedback is provided immediately for each question.
.

Lai, C., Zhang, W., & Chang, Y. (2020). Differentiated instruction enhances sixth-grade STUDENTS'
mathematics SELF-EFFICACY, learning motives, and problem-solving skills. Social Behavior and
Personality: An International Journal, 48(6), 1-13. doi:10.2224/sbp.9094

Summary:

In this study, sixth grade students were examined the effectiveness of different instruction on their mathematical
self- efficacy (MSE), mathematics learning motives (MLM), and mathematical problem- solving skills (MPSS).
MSE is the belief in one’s self capabilities in learning mathematics. MLM refers to students’ diligence and