The effect of different modes of feedback delivery on student achievement and attitudes

dc.contributor.advisorWeber, Wilford A.
dc.contributor.committeeMemberCooper, James M.
dc.contributor.committeeMemberJones, Howard L.
dc.contributor.committeeMemberGaa, John P.
dc.contributor.committeeMemberBerneman, Louis P.
dc.creatorEdmonds, John
dc.date.accessioned2022-12-13T17:46:52Z
dc.date.available2022-12-13T17:46:52Z
dc.date.issued1978
dc.description.abstractThis study had two major purposes. First, to determine the extent to which different forms of feedback presentation differ in their effectiveness in increasing student achievement. Second, to determine the extent to which different forms of feedback presentation differ in their impact on student attitudes. In relation to each of these tasks, three hypotheses were formulated which allowed for an examination of the extent to which, (a) verbal feedback was more effective than written feedback, (b) individual feedback was more effective than group feedback, and, (c) there was an interaction between the two factors, verbal-written feedback and individual-group feedback. The hypotheses were based on the apparent importance of feedback as an instructional device (Kulhavy, 1977; and Bloom, 1976) and the need to determine the most effective forms of feedback delivery. Support for the hypotheses was derived from a comprehensive review of the feedback literature, especially the work of Page (1958), Sweet (1966), Schoen and Kreye (1974) and Witkin (1976). [...]
dc.description.departmentEducation, College of
dc.format.digitalOriginreformatted digital
dc.format.mimetypeapplication/pdf
dc.identifier.other3856561
dc.identifier.urihttps://hdl.handle.net/10657/12851
dc.language.isoen
dc.rightsThis item is protected by copyright but is made available here under a claim of fair use (17 U.S.C. Section 107) for non-profit research and educational purposes. Users of this work assume the responsibility for determining copyright status prior to reusing, publishing, or reproducing this item for purposes other than what is allowed by fair use or other copyright exemptions. Any reuse of this item in excess of fair use or other copyright exemptions requires express permission of the copyright holder.
dc.titleThe effect of different modes of feedback delivery on student achievement and attitudes
dc.type.dcmiText
dc.type.genreThesis
thesis.degree.collegeCollege of Education
thesis.degree.departmentEducation, College of
thesis.degree.disciplineEducation
thesis.degree.grantorUniversity of Houston
thesis.degree.levelDoctoral
thesis.degree.nameDoctor of Education

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