View in EDS

The Effects of Feedback on the Problem Solving Ability of Academically At-Risk Students.

Saved in:
Bibliographic Details
Title: The Effects of Feedback on the Problem Solving Ability of Academically At-Risk Students.
Language: English
Authors: Clark, Kevin A.
Peer Reviewed: N
Page Count: 18
Publication Date: 1993
Document Type: Information Analyses
Reports - Research
Descriptors: Autoinstructional Aids, Comparative Analysis, Computer Assisted Instruction, Educationally Disadvantaged, Feedback, High Risk Students, Higher Education, Instructional Effectiveness, Outcomes of Education, Problem Solving, Programmed Instruction, Research, Student Improvement, Teaching Methods, Undergraduate Students, Undergraduate Study
Geographic Terms: U.S.; Pennsylvania
Abstract: This report examines the effects of feedback, through the use of computer-assisted instruction, on the problem-solving abilities of "at-risk" college students, i.e., students identified as academically disadvantaged. Study subjects were 30 male and female undergraduate students aged 18 to 23 years. The study used two computer-assisted instructional modules and a posttest. Information was presented to the students in sections of five screens of text, followed by five multiple choice questions with four alternatives. This cycle continued for a total of 15 screens of text and 15 questions. The difference between the two instructional methods was the type of feedback (knowledge of correct response or inductive) presented to the learner. The knowledge of correct response (KCR) feedback gave either a "right" or a "no, try again" response to learners, while the inductive feedback provided learners more information or rules leading to the correct answer. The posttest contained 21 questions not previously given in the instructional modules. Findings indicated mean scores for the 21-item posttest of 14.4 for the KCR treatment and of 13.95 for the inductive treatment indicating no performance advantage between the two feedback methods. (Contains 23 references.) (GLR)
Journal Code: RIEFEB1994
Entry Date: 1994
Accession Number: ED362137
Database: ERIC
FullText Text:
  Availability: 0
CustomLinks:
  – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=ED362137
    Name: ERIC Full Text
    Category: fullText
    Text: Full Text from ERIC
Header DbId: eric
DbLabel: ERIC
An: ED362137
AccessLevel: 3
PubType: Report
PubTypeId: report
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: The Effects of Feedback on the Problem Solving Ability of Academically At-Risk Students.
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Clark%2C+Kevin+A%2E%22">Clark, Kevin A.</searchLink>
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: N
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 18
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 1993
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Information Analyses<br />Reports - Research
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Autoinstructional+Aids%22">Autoinstructional Aids</searchLink><br /><searchLink fieldCode="DE" term="%22Comparative+Analysis%22">Comparative Analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Computer+Assisted+Instruction%22">Computer Assisted Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Educationally+Disadvantaged%22">Educationally Disadvantaged</searchLink><br /><searchLink fieldCode="DE" term="%22Feedback%22">Feedback</searchLink><br /><searchLink fieldCode="DE" term="%22High+Risk+Students%22">High Risk Students</searchLink><br /><searchLink fieldCode="DE" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="DE" term="%22Instructional+Effectiveness%22">Instructional Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Outcomes+of+Education%22">Outcomes of Education</searchLink><br /><searchLink fieldCode="DE" term="%22Problem+Solving%22">Problem Solving</searchLink><br /><searchLink fieldCode="DE" term="%22Programmed+Instruction%22">Programmed Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Research%22">Research</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Improvement%22">Student Improvement</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Undergraduate+Students%22">Undergraduate Students</searchLink><br /><searchLink fieldCode="DE" term="%22Undergraduate+Study%22">Undergraduate Study</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22U%2ES%2E%3B+Pennsylvania%22">U.S.; Pennsylvania</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: This report examines the effects of feedback, through the use of computer-assisted instruction, on the problem-solving abilities of "at-risk" college students, i.e., students identified as academically disadvantaged. Study subjects were 30 male and female undergraduate students aged 18 to 23 years. The study used two computer-assisted instructional modules and a posttest. Information was presented to the students in sections of five screens of text, followed by five multiple choice questions with four alternatives. This cycle continued for a total of 15 screens of text and 15 questions. The difference between the two instructional methods was the type of feedback (knowledge of correct response or inductive) presented to the learner. The knowledge of correct response (KCR) feedback gave either a "right" or a "no, try again" response to learners, while the inductive feedback provided learners more information or rules leading to the correct answer. The posttest contained 21 questions not previously given in the instructional modules. Findings indicated mean scores for the 21-item posttest of 14.4 for the KCR treatment and of 13.95 for the inductive treatment indicating no performance advantage between the two feedback methods. (Contains 23 references.) (GLR)
– Name: CodeSource
  Label: Journal Code
  Group: SrcInfo
  Data: <searchLink fieldCode="JC" term="%22RIEFEB1994%22">RIEFEB1994</searchLink>
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 1994
– Name: AN
  Label: Accession Number
  Group: ID
  Data: ED362137
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=ED362137
RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 18
    Subjects:
      – SubjectFull: Autoinstructional Aids
        Type: general
      – SubjectFull: Comparative Analysis
        Type: general
      – SubjectFull: Computer Assisted Instruction
        Type: general
      – SubjectFull: Educationally Disadvantaged
        Type: general
      – SubjectFull: Feedback
        Type: general
      – SubjectFull: High Risk Students
        Type: general
      – SubjectFull: Higher Education
        Type: general
      – SubjectFull: Instructional Effectiveness
        Type: general
      – SubjectFull: Outcomes of Education
        Type: general
      – SubjectFull: Problem Solving
        Type: general
      – SubjectFull: Programmed Instruction
        Type: general
      – SubjectFull: Research
        Type: general
      – SubjectFull: Student Improvement
        Type: general
      – SubjectFull: Teaching Methods
        Type: general
      – SubjectFull: Undergraduate Students
        Type: general
      – SubjectFull: Undergraduate Study
        Type: general
      – SubjectFull: U.S.; Pennsylvania
        Type: general
    Titles:
      – TitleFull: The Effects of Feedback on the Problem Solving Ability of Academically At-Risk Students.
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Clark, Kevin A.
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 04
              M: 10
              Type: published
              Y: 1993
ResultId 1