Automated feedback on the structure of hypothesis tests

S.G. Tacoma, B.J. Heeren, J.T. Jeuring, P. Drijvers

Research output: Chapter in Book/Report/Conference proceedingConference article in proceedingAcademicpeer-review

Abstract

Understanding the structure of the hypothesis testing procedure is challenging for many first-year university students. In this paper we investigate how providing automated feedback in an Intelligent Tutoring System can help students in an introductory university statistics course. Students in an experimental group (N=154) received elaborate feedback on errors in the structure of hypothesis tests in six homework tasks, while students in a control group (N=145) received verification feedback only. Effects of feedback type on student behavior were measured by comparing the number of tasks tried, the number of tasks solved and the number of errors in the structure of hypothesis tests between groups. Results show that the elaborate feedback did stimulate students to solve more tasks and make fewer errors than verification feedback only. This suggests that the elaborate feedback contributes to students’ understanding of the structure of the hypothesis testing procedure.
Original languageEnglish
Title of host publicationProceedings of the Eleventh Congress of the European Society for Research in Mathematics Education
EditorsUffe Thomas Jankvist, Marja van den Heuvel-Panhuizen, Michiel Veldhuis
PublisherFreudenthal Group & Freudenthal Institute, Utrecht University and ERME
Pages2969-2976
Number of pages8
ISBN (Electronic)9789073346758
Publication statusPublished - 2019
Event11th Congress of the European Society for Research in Mathematics Education - Utrecht, Netherlands
Duration: 6 Feb 201910 Feb 2019
Conference number: 11

Conference

Conference11th Congress of the European Society for Research in Mathematics Education
Abbreviated titleCERME11
CountryNetherlands
CityUtrecht
Period6/02/1910/02/19

Fingerprint

student
testing procedure
hypothesis testing
university statistics
Group
homework
university

Keywords

  • intelligent tutoring systems
  • domain reasoner
  • Hypothesis testing
  • statistics education

Cite this

Tacoma, S. G., Heeren, B. J., Jeuring, J. T., & Drijvers, P. (2019). Automated feedback on the structure of hypothesis tests. In U. T. Jankvist, M. van den Heuvel-Panhuizen, & M. Veldhuis (Eds.), Proceedings of the Eleventh Congress of the European Society for Research in Mathematics Education (pp. 2969-2976). Freudenthal Group & Freudenthal Institute, Utrecht University and ERME.
Tacoma, S.G. ; Heeren, B.J. ; Jeuring, J.T. ; Drijvers, P. / Automated feedback on the structure of hypothesis tests. Proceedings of the Eleventh Congress of the European Society for Research in Mathematics Education. editor / Uffe Thomas Jankvist ; Marja van den Heuvel-Panhuizen ; Michiel Veldhuis. Freudenthal Group & Freudenthal Institute, Utrecht University and ERME, 2019. pp. 2969-2976
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abstract = "Understanding the structure of the hypothesis testing procedure is challenging for many first-year university students. In this paper we investigate how providing automated feedback in an Intelligent Tutoring System can help students in an introductory university statistics course. Students in an experimental group (N=154) received elaborate feedback on errors in the structure of hypothesis tests in six homework tasks, while students in a control group (N=145) received verification feedback only. Effects of feedback type on student behavior were measured by comparing the number of tasks tried, the number of tasks solved and the number of errors in the structure of hypothesis tests between groups. Results show that the elaborate feedback did stimulate students to solve more tasks and make fewer errors than verification feedback only. This suggests that the elaborate feedback contributes to students’ understanding of the structure of the hypothesis testing procedure.",
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Tacoma, SG, Heeren, BJ, Jeuring, JT & Drijvers, P 2019, Automated feedback on the structure of hypothesis tests. in UT Jankvist, M van den Heuvel-Panhuizen & M Veldhuis (eds), Proceedings of the Eleventh Congress of the European Society for Research in Mathematics Education. Freudenthal Group & Freudenthal Institute, Utrecht University and ERME, pp. 2969-2976, 11th Congress of the European Society for Research in Mathematics Education, Utrecht, Netherlands, 6/02/19.

Automated feedback on the structure of hypothesis tests. / Tacoma, S.G.; Heeren, B.J.; Jeuring, J.T.; Drijvers, P.

Proceedings of the Eleventh Congress of the European Society for Research in Mathematics Education. ed. / Uffe Thomas Jankvist; Marja van den Heuvel-Panhuizen; Michiel Veldhuis. Freudenthal Group & Freudenthal Institute, Utrecht University and ERME, 2019. p. 2969-2976.

Research output: Chapter in Book/Report/Conference proceedingConference article in proceedingAcademicpeer-review

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Tacoma SG, Heeren BJ, Jeuring JT, Drijvers P. Automated feedback on the structure of hypothesis tests. In Jankvist UT, van den Heuvel-Panhuizen M, Veldhuis M, editors, Proceedings of the Eleventh Congress of the European Society for Research in Mathematics Education. Freudenthal Group & Freudenthal Institute, Utrecht University and ERME. 2019. p. 2969-2976