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Characteristics of Feedback that Influence Student Confidence and Performance during Mathematical Modeling
International Journal of Engineering Education
  • Hyunyi Jung, Marquette University
  • Heidi A. Diefes-Dux, Purdue University
  • Aladar K. Horvath, Ivy Tech Community College - Muncie
  • Kelsey Joy Rodgers, Purdue University
  • Monica E. Cardella, Purdue University
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Publication Date
Tempus Publications

This study focuses on characteristics of written feedback that influence students’ performance and confidence in addressing the mathematical complexity embedded in a Model-Eliciting Activity (MEA). MEAs are authentic mathematical modeling problems that facilitate students’ iterative development of solutions in a realistic context. We analyzed 132 first-year engineering students’ confidence levels and mathematical model scores on aMEA(pre and post feedback), along with teaching assistant feedback given to the students. The findings show several examples of affective and cognitive feedback that students reported that they used to revise their models. Students’ performance and confidence in developing mathematical models can be increased when they are in an environment where they iteratively develop models based on effective feedback.


Published version. International Journal of Engineering Education, Vol. 31, No. 1A (2015): 42-57. Permalink. © 2015 Tempus Publications. Used with permission.

Hyunyi Jung was affiliated with Purdue University at the time of publication.

Citation Information
Hyunyi Jung, Heidi A. Diefes-Dux, Aladar K. Horvath, Kelsey Joy Rodgers, et al.. "Characteristics of Feedback that Influence Student Confidence and Performance during Mathematical Modeling" International Journal of Engineering Education (2015) ISSN: 0949-149X
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