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Abstract:
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Repetition learning has been considered an efficient tool to master knowledge, but it is seldom applied in subjective assignments, like data analysis projects. In practice, we believe that project assignments are less likely to be reviewed after grading thus it is hard to know whether students have learned from their mistakes. Moreover, because of the flexibility of topic/methodology choices, there may exist more than one correct answer/approach thus, students are always encouraged to view the questions from different perspectives even with the same data. In this work, we want to know what if a student gets a second chance to do the same project assignment, can they self-improve the work quality? Between the two submissions, we add a group reflection activity that students will be asked to read their peers’ work and reflect on what their peers have done great, but they need to improve. The activity may also be able to improve their self-learning ability. We’d like to quantitatively measure how the repetition project and group reflection may affect students’ learning outcomes in different project settings through their project scores and word choices in the final analysis.
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