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ERIC Number: ED064038
Record Type: RIE
Publication Date: 1970
Pages: 156
Abstractor: N/A
Reference Count: N/A
An Analysis of the Effect of Training and Opportunity to Provide Feedback to Teachers on Pupil Achievement of Specific Objectives in Elementary School Science.
Geer, Charles Emerson
The differences in the change of pupil achievement in elementary school science were analyzed, using a written response, for pupils trained to give immediate feedback to the teacher during instruction and for those trained to give delayed feedback to the teacher at the conclusion of each instructional session. The study also analyzed the effects of pupil attitude toward school, of entering achievement level of the students, of total IQ of students, and of grade level. One hundred fifty students in grade four, five, and six were assigned to one of three treatment groups at each grade level. One group was trained to provide immediate feedback, another was trained to provide delayed feedback, and the third served as the control, receiving no feedback training. An analysis of covariance was used to test the relationship between achievement gain scores, IQ, attitude toward school, and grade level. Findings suggest that grade level may be a significant factor in the effect of feedback training on change in pupil achievement. Also, at the fifth-grade level, there was significant relationship between achievement gain and a pupil attitude factor. No relationship between achievement gain and IQ or entering achievement level was found. (Author/PR)
University Microfilms, P. O. Box 1764, Ann Arbor, Michigan 48106 (Order No. 70-18,237 M-$4.00 X-$7.40)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A
Note: Ph.D. Dissertation, University of Texas, Austin