ERIC Number: ED311883
Record Type: RIE
Publication Date: 1984-May
Reference Count: N/A
Relative Effectiveness of Corrective and Noncorrective Computer Feedback on Cognitive Learning of Science.
Hodes, Carol L.
This study examined the relative effectiveness of different types of computer feedback (both corrective and noncorrective) on student achievement. A total of 41 students in grades 9 and 10 comprised the two treatment groups. The subjects all interacted with a computer program written by the researcher. The first treatment group received corrective feedback while the second received noncorrective feedback. Pretests, posttests, and post-posttests were administered to all students. There was no significant difference between posttest scores when compared by ANOVA. There was, however, a pattern of significance when the groups were redefined by gender. The females receiving noncorrective feedback had significantly lower posttest scores when compared to the male subjects from either treatment group. This was interpreted as a reflection of gender bias in the schools, since computational ability was needed for the testing and differences in both math achievement scores and attitude towards math still exist between males and females. Close attention should be paid to the type of feedback that students receive since it affects achievement. Since research supports the existence of gender bias in our educational system, computer-assisted instruction (CAI) might be effectively used to overcome this bias by removing the personality of the teacher from instruction, therefore removing gender bias from the schools. Consequently the future of CAI may be the realization of educational equity for all students. A sample run of both treatments and the testing instruments are appended. (37 references) (Author/GL)
Publication Type: Dissertations/Theses - Masters Theses; Reports - Evaluative
Education Level: N/A
Authoring Institution: N/A
Note: Master's Thesis, Pennsylvania State University.