Form of Feedback Effects on Verb Learning and Near - Transfer Tasks by Sixth Graders  

Oleh:

Webb, James M. ; McCarthy, Michael M.

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: Contemporary Educational Psychology vol. 20 no. 02 (Apr. 1995), page 140-150.
Topik: LEARNING; transfer; grades; feedback; verb learning

Ketersediaan

Perpustakaan PKPM Nomor Panggil: C15 Non-tandon: 1 (dapat dipinjam: 0) Tandon: tidak ada

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Isi artikel

The purposes of this study were to : (a) examine the effects of two forms of feedback on learning (b) using a recent model of instructional feedback (Kulhavy & Stock, 1989), examine how feedback would effect performance on near-transfer tests at cycle 3 of the model, and (c) implement a feedback study using the procedural task of verb recognition in the classroom with sixth-grade students. Students took an initial 24 item test on verb recognition, processed feedback in one of three forms, and then completed three post-tests. Students in the experimental feedback groups either copied sentences with the correct feedback or generated new sentences. Both feedback groups improved on post-test performance using raw scores gains and conditional probabilities of error correction. A review of individual student performance showed that over 75% of the students demonstrated meaningful improvement with additional students showing improvement. Positive gains were extended across two near-transfer post-tests. Findings from the study are discussed in relation to transfer and feedback theory.

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