ERIC Number: EJ1410675
Record Type: Journal
Publication Date: 2024
Pages: 17
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1051-1970
EISSN: EISSN-1935-4053
Revisiting Past Assignments: Do Precalculus Students Learn More from Revising or Discussing Their Work?
PRIMUS, v34 n2 p135-151 2024
In introductory math courses such as precalculus, students often have difficulty with assignments that require explanations or synthesizing knowledge. When students receive low scores on such assignments, instructors often wish to help students understand the material they struggled with. A common strategy is to allow the students to revise and resubmit the assignment. In a study of a precalculus course, I investigate the effects on learning and confidence of two strategies: allowing homework revisions and offering extra points for meeting with the instructor to discuss the assignment. The data indicate that discussions appeared to have the greatest effect on quiz scores and confidence, although both strategies were beneficial when compared to using neither strategy. In addition, this article looks at student perceptions of the strategies.
Descriptors: Calculus, Curriculum Development, Discussion (Teaching Technique), Group Discussion, College Students, Assignments
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Georgia
Grant or Contract Numbers: N/A