Automatic assessment and immediate feedback in first grade mathematics

Abstract

<p> In this paper we present a study where automatic assessment and<br /> immediate feedback was utilized to support the learning of<br /> mathematical concepts and automatization of basic arithmetic<br /> calculations. Two first grade classes from a Finnish elementary<br /> school participated in the research. One class acted as a treatment<br /> group (N=23) and the other as a control group (N=21). Pupils in<br /> the treatment group worked for ten weeks one lesson a week with<br /> a collaborative education tool called ViLLE. Additionally, the<br /> pupils in the group did all of their homework with the system.<br /> Pupils in the control group used traditional learning methods.<br /> Before the experiment began a pre-test was conducted for both<br /> groups. The same test with three additional exercises was given<br /> after the ten week period. The pre- and post-tests included<br /> exercises to evaluate math skills and a questionnaire about pupils&rsquo;<br /> attitudes towards math. The treatment group got statistically<br /> significantly better results compared to the control group in the<br /> post-test. In attitudes, the only statistically significant difference<br /> between the groups was in a question of how well they liked math.<br /> However, the difference in attitudes inside the groups was not<br /> statistically significant.</p> <p> &nbsp;</p>