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Abstract Title: Managing Frustration in a Semester-Long Mastery-Style Homework Course
Abstract: The first year's implementation of mastery-style homework in a large introductory physics class showed us that student affect must be considered consciously.  Rather than using the system to their advantage, students often resorted to unproductive behaviors that circumvented learning.  Student frustration was high and ownership of learning was often rejected.  In the homework's second year, our main objective was to reduce frustration by adjusting content and delivery, as well as an activity to address student affect directly.  These changes relieved frustration and we saw student behaviors improve.
Abstract Type: Contributed Poster Presentation

Author/Organizer Information

Primary Contact: Brianne Gutmann
University of Illinois - Urbana Champaign
and Co-Presenter(s)
Gary Gladding (University of Illinois, Urbana-Champaign), Timothy Stelzer (University of Illinois, Urbana-Champaign), Noah Schroeder (University of Illinois, Urbana-Champaign)