反馈对儿童早期数学学习效果的影响元分析

Effects of Feedback on Young Children’s Mathematics Learning Outcomes: A Meta-Analysis

反馈被认为是促进学生学习的最有力方式,信息技术的发展为反馈设计提供了支持.采用元分析方法考察反馈对儿童早期数学学习的影响,研究发现:反馈对儿童早期数学学习有较小的积极效果.通过调节分析发现,任务类型和反馈类型对反馈效果具有调节作用,反馈媒介、反馈时机和反馈效果测量时间对反馈效果无调节作用.未来关于反馈对儿童早期数学学习效果影响的研究,应在教育信息化背景下从任务特征、学习者特点和反馈特征3个方面综合考虑,提高反馈的针对性和个性化.

Feedback was viewed as one of the most powerful means to increase student learning. Meanwhile the development of information technology provided support for feedback design. Given the current state of research, there was a need for a meta-analysis focusing on specific aspects of young children. The present meta-analysis was conducted on the effects of feedback on young children’s mathematics learning. A small but significant additional benefit of feedback was found for mathematics learning whose overall effect size was 0.236 based on data from 2 531 children in 10 studies. Moderator analyses were performed using a random effects model to contrast sub-samples based on different categorical study variables. It was found that the task type of Mathematics and feedback type were significant moderator of the effect sizes. However, the effects of feedback on mathematics learning with different feedback media, feedback time and feedback effect retention time were more consistent. In the future, the study of the effect of feedback on young children’s mathematical learning should be taken into consideration in three aspects: task characteristics, learners’ characteristics and feedback characteristics in the context of educational information, so as to improve the pertinence and individualization of the feedback.