Self-Regulation and Feedback in an Educational Statistics Course

Abstract

The purpose of the study was to evaluate the effects of feedback timing and quality on student self-regulatory behavior.  Using a non-equivalent control-group design, students were assigned to either an immediate-detailed or delayed-grade-only feedback condition within the online statistics homework program, Aplia.  The groups were then compared on levels of self-regulation and ratings of perceived homework effectiveness.  Results indicate no significant differences between groups. Implications and the need for updated and more context specific measurements are discussed.  Keywords: online homework; self-regulation; Aplia; graduate student; statistics course