EFFECTS OF TYPE AND MODE OF CORRECTIVE FEEDBACK ON STUDENT PERFORMANCE.
Contributors: University of Cincinnati.
Published: 1989
Number of pages: 118
Subjects: Education, Curriculum and Instruction.; Health Sciences, Nursing.; Health Sciences, Education.
Description: The problem under scrutiny by this study was how to provide feedback to students in a manner that would most enhance or improve their performance. The purpose of the study was to explore the effects of two modes of feedback, namely verbal feedback alone and a combination of verbal and written feedback and three types of feedback, namely declarative, interrogative, and discussion on student performance of selected course outcomes. The null hypotheses investigated were that there would be: (1) no significant difference in student performance between students who received single versus multi-modal sensory corrective feedback; (2) no significant difference in student performance between students who received declarative, interrogative or discussion type corrective feedback.

The subjects of the study consisted of forty-six senior level nursing students in a hospital based diploma nursing program. Class content was presented using a concept attainment model at the application level. The research design consisted of a pre-feedback test, presentation of content, practice with feedback followed by two post-feedback measurements of student performance.

Analysis of covariance revealed that mode of sensory input used for feedback did not significantly affect performance. Students who received verbal feedback alone performed no differently than those who received multi-modal feedback in the form of verbal plus written comments.

Type of feedback was found to produce different effects in performance. Students who received discussion feedback, which allowed for the highest level of participation, in the feedback process performed significantly better (at $<$.10 level) than those who received interrogative or declarative feedback. Interestingly, the level of difficulty of the content being taught was identified as an important factor. Type of feedback seemed to make less difference in the performance of easier content while performance of more difficult content was enhanced by discussion feedback rather than interrogative or declarative.
Notes: Source: Dissertation Abstracts International, Volume: 51-02, Section: A, page: 0398.

Thesis (ED.D.)--UNIVERSITY OF CINCINNATI, 1989.

School code: 0045.