showing 3 related works from this author
Dynamic Potential of Feedback in Self-Regulated Learning and Motivation of Children with Mathematical Learning Difficulties
2017
Ovim istraživanjem želio se ispitati učinak vrste povratnih informacija (feedback-a) na učenje i motivaciju djece s teškoćama u učenju matematike. Procijenjena je izvedba 76-ero djece - polaznika petih razreda na zadacima računanja, kao i njihova motivacija za rješavanje matematičkih zadataka, s obzirom na vrstu povratne informacije: trenutnu korektivnu povratnu informaciju te odgođenu konvencionalnu povratnu informaciju. Rezultati istraživanja pokazali su da su djeca imala značajno bolji rezultat kada im je bila pružena trenutna korektivna povratna informacija, nego kada im je pružena odgođena konvencionalna povratna informacija. Rezultati također ukazuju da pružanje trenutne povratne info…
Mathematics Skills of Kosovar Primary School Children: A Special View on Children with Mathematical Learning Difficulties
2018
The present study examined the development of mathematics skills of Kosovar primary school children in terms of their gender, living area, socio-economic status, and achievement level. A special emphasis was placed on longitudinal investigations of the development of mathemat-ics skills in children with learning difficulties in mathematics over a 2-year and 4-month period. Participants were 553 fourth-graders, 85 of whom identified with mathematical learning difficulties were classified into two subgroups: children with low mathematics achievement and children with limited mathematics ability. Results have shown that there were no gender differences in mathematics achievement. Children’s li…
Dynamic Potential of Feedback in Self-Regulated Learning and Motivation of Children with Mathematical Learning Difficulties
2017
The present study was designed to examine the effects of feedback conditions on learning and motivation of children identified with mathematical learning difficulties (MLDs). The performance of 76 fifth grade children on computational math skills and related task motivation was assessed. The groups of children were randomly assigned to one of two treatment conditions: immediate corrective feedback or delayed conventional feedback on two occasions. Results showed that children performed significantly better when they were provided with the immediate corrective feedback than when they were provided with the delayed conventional feedback. The findings suggest that provision of the immediate co…