COMPUTER-AIDED SELF-ASSESSMENT AND INDEPENDENT LEARNING IN HIGHER EDUCATION

Peter Morris, Shane Dowdall

Abstract

This paper outlines the process and evaluates the effectiveness of introducing software for self-assessment and independent learning in a Mathematics module. Many students identify mathematics as a problem area, and lecturers must maintain standards and meet learning outcomes for their modules. With limited resources, difficulties arise from increasing student numbers and a more diverse cohort. The aim of this study was to enable students to learn independently, reduce mathematical anxiety, and improve self-efficacy and competencies in mathematics, through the use of technology. Software, consisting of visual tutorials and online assessments, was introduced to a Mathematics module on a first year undergraduate degree programme. Students could take and retake online assessments given within supervised technology-led sessions, with their best result recorded. The advantages of this include improved accessibility, alternative teaching styles, self-paced tutorials, timely automated feedback and self-assessment for learning. The problems encountered are highlighted and solutions suggested which may have relevance to mathematics lecturers and learning support units. Our research findings show that the aims of the initiative were broadly met. Notably, the initiative enabled most students to bridge the gap between their expected and actual level of mathematical competency, and improved mathematical self-efficacy for identified groups of students.

References

  1. Aiken, L. R., Jr. (1970) Attitudes towards mathematics. Review of Educational Research, 40, 551-596.
  2. Alessi, S. M. and Trollip, S. R. (2001) Multimedia for Learning: Methods and Development. 3rd Edition, Massachusetts: Allyn and Bacon.
  3. Ashcraft. M. H. (2002) Math anxiety: Personal, educational, and cognitive consequences. Current Directions in Psychological Science, 11(5), 181-185.
  4. Ashcraft. M. H. (2005) Math anxiety and its cognitive consequences: A tutorial review. In J.I.D. Campbell (Ed.), The handbook of mathematical cognition, (pp. 315-330). NY: Psychology Press.
  5. Ashcraft. M. H. and Moore, A. M. (2009) Mathematical anxiety and the affective drop in performance, Journal of Pyschoeducational Assessment, 27(3), 197-205 .
  6. Ayotola, A. and Adedeji, T. (2009) The relationship between mathematics self-efficacy and achievement in mathematics. Procedia Social and Behavioral Sciences, 1, 953-957.
  7. Bennett, F. (1999) Computers as Tutors: Solving the Crisis in Education. Faben Inc.
  8. Black, P. J. and William, D. (1998) Assessment and Classroom Learning. Assessment in Education: Principles, Policy & Practice, Volume 5 (1), March 1998 , pp.7-74.
  9. Boud, D. (1995) Enhancing Learning Through SelfAsssessment, Kogan Page.
  10. Demir, I. and KiliƧ, S. (2009) Effects of computer use on students' mathematics achievement in Turkey. Procedia Social and Behavioral Sciences, 1, 1802- 1804.
  11. Hackett, G. (1985) The role of mathematics self-efficacy in the choice of mathematics related majors of college women and men. A path analysis. Journal of Counselling Psychology, 32, 47-56.
  12. Hattie, J. (1999) Influences on student learning. Inaugural Lecture: Professor of Education University of Auckland. Retrieved March 30, 2010, from http://www.geoffpetty.com/downloads/WORD/ Influencesonstudent2C683.pdf
  13. Lent, R. W. and Hackett, G. (1987) Career self-efficacy: empirical status and future directions. Journal of Vocational Behaviour. 30, 347-382.
  14. Mayer, R. E. and Moreno, R. (1998). A Cognitive Theory of Multimedia Learning: Implications for Design Principles. ACM SIGCHI conference on Human Factors in Computing Systems, Los Angeles, CA, 22, 1-10. Retrieved from http://citeseerx.ist.psu.edu/ viewdoc/download?doi=10.1.1.105.5077&rep=rep1&t ype=pdf
  15. Pajares, F. (1996a) Self-efficacy beliefs and mathematical problem-solving of gifted students. Contemporary Educational Psychology, 21, 325-244.
  16. Pajares, F. (1996b) Self-efficacy beliefs in academic settings. Review of Educational Research, 66, 543- 578.
  17. Petty, G. (2006) Evidence-based teaching: a practical approach. Cheltenham: Nelson Thornes.
Download


Paper Citation


in Harvard Style

Morris P. and Dowdall S. (2011). COMPUTER-AIDED SELF-ASSESSMENT AND INDEPENDENT LEARNING IN HIGHER EDUCATION . In Proceedings of the 3rd International Conference on Computer Supported Education - Volume 2: CSEDU, ISBN 978-989-8425-50-8, pages 139-142. DOI: 10.5220/0003332801390142


in Bibtex Style

@conference{csedu11,
author={Peter Morris and Shane Dowdall},
title={COMPUTER-AIDED SELF-ASSESSMENT AND INDEPENDENT LEARNING IN HIGHER EDUCATION },
booktitle={Proceedings of the 3rd International Conference on Computer Supported Education - Volume 2: CSEDU,},
year={2011},
pages={139-142},
publisher={SciTePress},
organization={INSTICC},
doi={10.5220/0003332801390142},
isbn={978-989-8425-50-8},
}


in EndNote Style

TY - CONF
JO - Proceedings of the 3rd International Conference on Computer Supported Education - Volume 2: CSEDU,
TI - COMPUTER-AIDED SELF-ASSESSMENT AND INDEPENDENT LEARNING IN HIGHER EDUCATION
SN - 978-989-8425-50-8
AU - Morris P.
AU - Dowdall S.
PY - 2011
SP - 139
EP - 142
DO - 10.5220/0003332801390142