ERIC Number: ED301165
Record Type: RIE
Publication Date: 1988-Apr
Reference Count: N/A
Patterns in Students' Selection of Feedback in Computer-Based Instruction.
Schimmel, Barry J.
This study investigated the relationship between learner attitudes (self-efficacy and anxiety), students' selection of feedback containing different amounts of information (no feedback, correct answer, the explanation alone, and the answer with an explanation), and achievement. Subjects were two clusters of college students (N=49) enrolled in a computerized remedial mathematics course. Data were obtained from pre- and post-instruction measures, online feedback and progress records, and self-reports. Analyses of these data showed that, although individual students exhibited wide differences in selecting feedback information, the choice of feedback followed two general patterns for the two clusters: the 26 students in cluster 1 chose correct response feedback after 71% of their incorrect answers, while the 23 students in cluster 2 showed greater diversity in their selection of feedback information, more frequent selection of feedback information, and more frequent selection of high information feedback. Students in cluster 2 tended to have greater confidence that their answers were correct. It was also found that feedback selection patterns were related to achievement for those students who, after incorrect answers, tended to choose feedback other than the correct response feedback; these students showed better performance, on average, than students choosing other feedback forms. The results of the study suggest at least two possible interpretations regarding cognitive processing: the cluster differences may simply be associated with differences in self-confidence between the students in the two clusters, or the second cluster's diversity in feedback information selection and selection of high information feedback may indicate more intense feedback processing. The text is supplemented by 12 tables, and 41 references are provided. (EW)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (New Orleans, LA, April 4-9, 1988).