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ERIC Number: ED003225
Record Type: RIE
Publication Date: 1965-Feb
Pages: 41
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
LEVEL OF ANXIETY AND PRESENCE OR ABSENCE OF FEEDBACK IN PROGRAMED INSTRUCTION.
CAMPEAU, PEGGIE L.
THE EXPERIMENT DESCRIBED IN THIS REPORT INVESTIGATED THE EFFECTS UPON CRITERION PERFORMANCE OF THE LEARNER'S TEST-ANXIETY LEVEL AND THE PRESENCE OR ABSENCE OF FEEDBACK IN PROGRAMED INSTRUCTION. FOUR EXPERIMENTAL HYPOTHESES WERE TESTED DURING THE PROJECT. THE PROCEDURE EMPLOYED IDENTIFIED EXTREME GROUPS ON A MEASURE OF TEST ANXIETY, AND THEN ASSIGNED INDIVIDUALS AT EACH EXTREME TO FEEDBACK OR NO-FEEDBACK VERSIONS OF A PROGRAMED INSTRUCTION LESSON ON EARTH-SUN RELATIONSHIPS. FIFTH-GRADE SUBJECTS WERE SELECTED FOR PARTICIPATION ON THE BASIS OF HIGH AND LOW SCORES ON THE TEST ANXIETY SCALE FOR CHILDREN (TASC). A LEARNING PROGRAM, AN IMMEDIATE RETENTION TEST, AND A DELAYED RETENTION TEST WERE ADMINISTERED. FOR GIRLS, THE ANXIETY-BY-FEEDBACK INTERACTION WAS SIGNIFICANT FOR BOTH IMMEDIATE AND DELAYED RETENTION. FOR BOYS, NO SIGNIFICANT RELATIONSHIPS WERE FOUND. THE IMPLICATION OF THIS FINDING TO CURRENT CLASSROOM PRACTICES IS THAT HIGH-ANXIOUS GIRLS NEED FEEDBACK EITHER BY PROGRAMED INSTRUCTION OR OTHER MEANS IF THE GAP BETWEEN PERFORMANCE AND POTENTIAL IS TO BE NARROWED. THE DATA ALSO SUGGEST THAT LOW-ANXIOUS GIRLS WOULD PROFIT FROM LEARNING CONDITIONS WHERE MOTIVATION IS KEPT HIGH, PERHAPS THROUGH A DELIBERATE WITHHOLDING OF FEEDBACK. (WB)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A
Identifiers: CALIFORNIA; California (Palo Alto); Sarason Test Anxiety Scale for Children