Relative Effectiveness of Corrective and Noncorrective Feedback in Computer Assisted Instruction on Learning and Achievement

Abstract

The purpose of this study was to research the impact of certain types of computer feedback on the subjects. Forty-one subjects were divided into two treatment groups. The corrective and noncorrective feedback types, both characteristic of commercially produced software, were isolated and systematized.

Each subject was pre- and posttested on the content of the computer lesson. Test scores were analyzed by ANOVA. The results indicated no overall significance. When groups were redefined by gender, the girls who received the noncorrective feedback scored significantly lower (p < .01) than the boys of either group. For these girls, noncorrective feedback may have reinforced the well documented sex bias that exists in all phases of education.

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