‘The green tick’: how instant feedback shaped self-efficacy in a first-year mathematics course
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Rosie A. Cameron
[1]
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[1] University of Sydney
University of Sydney
Australia
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- Localización: International journal of mathematical education in science and technology, ISSN 0020-739X, Vol. 56, Nº. 12, 2025, págs. 2496-2512
- Idioma: inglés
- DOI: 10.1080/0020739X.2025.2574947
- Texto completo no disponible (Saber más ...)
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Resumen
This study explored how instant feedback in e-assessment influences student self-efficacy in a first-year foundation mathematics course. The intervention involved weekly online homework delivered through STACK, which provided immediate feedback and allowed multiple attempts with a small penalty for resubmission. Focus group discussions were used to investigate how students interacted with feedback and how it shaped their affect and learning behaviours. The findings indicated that the feedback mechanism supported students’ development of self-efficacy through increased motivation, persistence and help-seeking. However, the impact of feedback was moderated by perceptions of the available resources, including time, background knowledge and access to tutor support. This study highlights the potential of well-designed e-assessments to enhance self-efficacy, particularly among students with diverse mathematical backgrounds.
