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ERIC Number: ED107447
Record Type: RIE
Publication Date: 1971
Pages: 162
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Effects of Explanatory Versus Non-Explanatory Feedback on a Basic Electricity Program Used in the Tenth Grade.
Stiegler, Laird Bartlett
The major objective of this study was to determine the effectiveness of two different feedback procedures on achievement gains of 48 tenth-grade students. Based on scores of a pretest, the students were ranked as high, medium, or low level achievers and randomly assigned to one of the two treatment groups. This resulted in a 2 x 3 (feedback form x ability levels) factorial experiment. The posttest scores were recorded as well as time needed to complete the program. An analysis of variance showed no significant differences between the two forms of feedback. Examination of scores within each ability group indicated the lowest ability explanatory feedback group might have been aided by this type of feedback since their mean pre- to posttest gain score was greater than the mean gain score of the lowest ability level group in the nonexplanatory feedback group. The explanatory feedback group took more time to complete the program. For persons managing programed materials it was suggested that the study shows explanatory feedback tends to reduce number of errors made and that achievement increases when students use it and take notes. (Author/EB)
University Microfilms, 300 North Zeeb Road, Ann Arbor, Michigan 48106 (Order No. 71-29,798, MF-$5.00, Xerography-$11.00)
Publication Type: Dissertations/Theses
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A
Note: Ed.D. Dissertation, Wayne State University