Matteau, Lee-Ann
1.03 MB of textual records (PDF)
Audience: Undergraduate. -- Dissertation: Thesis (B. A.). -- Algoma University, 1994. -- Submitted in partial fulfillment of course requirements for PSYC 4105. -- Includes tables. -- Contents: Literature review / Thesis.
Research has demonstrated that students who are informed of the correct answer to their wrong test responses perform better when similar questions are repeated than do the students who receive alternative methods of feedback. The present study investigated the differences in the performance of students who were passively informed of the correct answer from those who were required to actively correct their wrong test answers. Students achievement on future tests of similar material was monitored for 27 subjects on three subsequent occasions over a six week period. The active correction students consistenly performed higher than those in the passive correction condition, although a statistically significant differences was not found. The meaningful implications for classroom learning and feedback, from the perspectives of both the teacher and student, are discussed.
