Building Personalised Homework from a Learning Analytics Based Formative Assessment: Effect on Fifth-Grade Students' Understanding of Fractions

Autor/inn/en	Rodríguez-Martínez, José Antonio; González-Calero, José Antonio; Olmo-Muñoz, Javier; Arnau, David; Tirado-Olivares, Sergio
Titel	Building Personalised Homework from a Learning Analytics Based Formative Assessment: Effect on Fifth-Grade Students' Understanding of Fractions
Quelle	In: British Journal of Educational Technology, 54 (2023) 1, S.76-97 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Rodríguez-Martínez, José Antonio) ORCID (González-Calero, José Antonio) ORCID (Olmo-Muñoz, Javier) ORCID (Arnau, David) ORCID (Tirado-Olivares, Sergio)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0007-1013
DOI	10.1111/bjet.13292
Schlagwörter	Foreign Countries; Elementary School Students; Grade 5; Mathematics Instruction; Individualized Instruction; Teaching Methods; Homework; Learning Analytics; Formative Evaluation; Fractions; Sequential Approach; Mathematics Skills; Error Patterns; Problem Solving; Concept Formation; Comprehension; Spain + Suchen Sie Ihr Suchwort? Ausland; School year 05; 5. Schuljahr; Schuljahr 05; Mathematics lessons; Mathematikunterricht; Individualisierender Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Hausaufgabe; Bruchrechnung; Schrittfolge; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Fehlertyp; Problemlösen; Concept learning; Begriffsbildung; Verstehen; Verständnis; Spanien
Abstract	This study analyses the potential of a learning analytics (LA) based formative assessment to construct personalised teaching sequences in Mathematics for 5th-grade primary school students. A total of 127 students from Spanish public schools participated in the study. The quasi-experimental study was conducted over the course of six sessions, in which both control and experimental groups participated in a teaching sequence based on mathematical problems. In each session, both groups used audience response systems to record their responses to mathematical tasks about fractions. After each session, students from the control group were given generic homework on fractions--the same activities for all the participants--while students from the experimental group were given a personalised set of activities. The provision of personalised homework was based on the students' errors detected from the use of the LA-based formative assessment. After the intervention, the results indicate a higher student level of understanding of the concept of fractions in the experimental group compared to the control group. Related to motivational dimensions, results indicated that instruction using audience response systems has a positive effect compared to regular mathematics classes. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01