Feedback is used in a variety of contexts to train staff and to teach individuals new skills. Despite its popularity, there is no consensus on how to deliver it. Different measures have been used to evaluate the effectiveness of feedback, such as accuracy of responses and the sequencing of feedback delivery. The purpose of this study was to compare two feedback procedures and to explore new ways to measure the effectiveness of feedback. Four undergraduate students were exposed to two conditions: feedback before + skip the opportunity to respond and feedback after an incorrect answer. Results showed that the number …
continued below
The UNT Libraries serve the university and community by providing access to physical and online collections, fostering information literacy, supporting academic research, and much, much more.
Feedback is used in a variety of contexts to train staff and to teach individuals new skills. Despite its popularity, there is no consensus on how to deliver it. Different measures have been used to evaluate the effectiveness of feedback, such as accuracy of responses and the sequencing of feedback delivery. The purpose of this study was to compare two feedback procedures and to explore new ways to measure the effectiveness of feedback. Four undergraduate students were exposed to two conditions: feedback before + skip the opportunity to respond and feedback after an incorrect answer. Results showed that the number of correct answers and teaching time were similar in both conditions. However, session duration was lower in the feedback before + skip condition when compared to the feedback after condition. Finally, reported emotions correlated with participants' correct responding. This study demonstrates that it is more beneficial and efficient to teach learners how to engage in a correct performance, rather than to correct responses.
This thesis is part of the following collection of related materials.
UNT Theses and Dissertations
Theses and dissertations represent a wealth of scholarly and artistic content created by masters and doctoral students in the degree-seeking process. Some ETDs in this collection are restricted to use by the UNT community.