Effects of reviewing annotations and homework solutions on math learning achievement

Abstract

Previous studies have demonstrated that making annotations can be a meaningful and useful learning method that promote metacognition and enhance learning achievement. A web-based annotation system, Virtual Pen (VPEN), which provides for the creation and review of annotations and homework solutions, has been developed to foster learning process among students. In order to explore the effects of reviewing annotations and homework solutions on learning achievement, a quasi-experiment was conducted with VPEN in a math class over a period of 4 months. It was found that reviewing own text annotations has a significant influence on learning achievement; while on the contrary, reviewing peers' text annotations has no significant influence on learning achievement. Our results show that students gain more from reviewing their own annotations than from reviewing the annotations made by peers, a contrast which reveals that annotations hold additional meaning for their creators. Further investigation revealed that only the quantity of text annotations among all other variables can significantly predict students' learning achievement. This finding may suggest that text annotations play more important roles to learning achievement than other variables, like homework. The reason is because text annotations are created by learners actively on voluntary base whereas homework is usually assigned by the teachers. Based on our findings, we suggest that teachers may consider incorporating learning activities that can foster metacognitive development into the learning process, like making annotations, solving homework and reviewing them, whereas peer learning should be encouraged only for reviewing the homework solutions of their peers with good learning achievement.

Investigation of Learning Behaviors and Achievement of Simple Pendulum for Vocational High School Students with Ubiquitous-Physics App

“…Text annotations could help students to interpret and understand the simple pendulum concepts in their own words. This finding indicated that text annotations have important roles in student learning achievement (Hwang, Chen, Shadiev, & Li, 2011). Therefore, we suggest that teacher may encourage students to interpret more their findings by text annotations.…”

“…Therefore, we suggest that teacher may encourage students to interpret more their findings by text annotations. The graphs and text annotations could facilitate students in exploring and applying their knowledge, intensely in a profoundly authentic problem (Golonka et al, 2014;Hwang et al, 2011;Purba & Hwang, 2017a, 2017b.…”

A prompt-based annotation approach to conducting mobile learning activities for architecture design courses

“…Chun and Plass (1996) have also reported that annotations are helpful to students in identifying the structure of the reading materials, and hence improve their reading comprehension. Some other studies have further indicated that making annotations not only helps students have a whole picture of the learning content, but also encourages them to engage in critical thinking and meta-cognition activities (Grabinger & Dunlap, 1995;Hwang, Chen, Shadiev, & Li, 2011;Oscarson, 1989).…”

Extracting sentences recommended to annotate for understanding writer's opinions in a document

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