The determination of a facilitative effect of feedback on student achievement has been extensively researched. Usually not discriminated are the intellectual skill of rule using and verbal information. Only a few feedback studies have been conducted in a computer based instruction (CBI) setting. Anticipated in this study, conducted in a CBI setting, was that feedback for a rule using task (an intellectual skill) should be more complex than feedback for learning verbal information, because of the different types of learning involved. A feedback strategy that emphasized the rule and not the example was used to test this idea. / Ninety one high school students from the Florida State Developmental Research School, enrolled in Algebra I and II classes, were used in the study. The students were blocked on math ability and then randomly assigned to one of three feedback groups. All students received the same learning material except for different feedback. Group 1, the control group, received "right/wrong" feedback only. Group 2 received "right/wrong" plus if an error was made the "correct answer" (emphasizing the example). Group 3 received "right/wrong" plus if an error was made the "rule restated and the correct answer" (emphasizing the rule, not the example). Students were tested immediately after the lesson (acquisition measure), and one week later (retention measure). / A three factor mixed ANOVA with one repeated measure was used to analyze the performance results. The results yielded no significant main effects in the feedback treatment. Significant main effects were noted, however, between ability levels in favor of high ability students. A first level interaction between ability level and test time was also noted. / Although the null hypothesis was not rejected, the differences in the domains of verbal information and intellectual skills are so great that further research is needed to assess the role of feedback in rule learning. / Source: Dissertation Abstracts International, Volume: 46-04, Section: A, page: 0955. / Thesis (Ph.D.)--The Florida State University, 1985.
| Identifer | oai:union.ndltd.org:fsu.edu/oai:fsu.digital.flvc.org:fsu_75549 |
| Contributors | LEE, OWEN MADISON., Florida State University |
| Source Sets | Florida State University |
| Detected Language | English |
| Type | Text |
| Format | 116 p. |
| Rights | On campus use only. |
| Relation | Dissertation Abstracts International |
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