Relative Evaluation Feedback to Stimulate a Change in Learners' Consciousness and Action to Improve their Learning in Discrete Mathematics Class
Currently, active research on learning analytics is being conducted at research institutions worldwide. However, relying solely on objective data derived from the accumulation and analysis of learning data may not discern internal factors influencing learners' decision-making in their academic pursuits. Therefore, a combination of subjective data collection and analysis is essential for learning and educational support. This study sought to examine how the provision of learning-analytics-based feedback can stimulate a change in learners' consciousness and action to improve their learning in discrete mathematics class. Objective and subjective data were collected simultaneously from e-learning and motivation tests, respectively, and analyzed using machine learning. Thereafter, the results were provided as relative evaluation feedback to the learners. To confirm its effectiveness, we provided feedback in the class for three years. To investigate the effects of feedback on student motivation, we compared the results for the motivation scales of the Motivated Strategies for Learning Questionnaire (MSLQ) survey conducted before and after the feedback. The results confirmed that for the factors of MSLQ survey that had significant effects on learning outcomes, the differences in the mean subscale scores before and after feedback were positive for “value of learning, ” “self-efficacy, ” “external goal-orientation, ” “possession of skills, ” and “internal goal-orientation” and only negative for “test anxiety”. Teachers can utilize this feedback to stimulate a change in their consciousness and action to improve their learning, and, subsequently, their learning outcomes in discrete mathematics.
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