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Effects of delayed and immediate feedback in the computer-based testing environment
DISSERTATION

, Indiana State University, United States

Indiana State University . Awarded

Abstract

Students in a first year introductory chemistry course in a secondary school were subjected to a series of computer-based exams to determine if timing of feedback could improve retention of content on a final exam and if motivation toward science learning had an interaction on student abilities to construct meaningful learning under each of the conditions. The computer-based tests that provided immediate feedback, delayed feedback or end of test feedback did not improve retention on a performance test given after a series of 5 exams under each of the conditions. In addition, the level of motivation also had no affect on a student's ability to construct meaningful learning under each of the conditions of feedback. The study did indicate that students that were more highly motivated did significantly perform better on the comprehensive exam than students with moderate and low level conditions of motivation.

Citation

Lopez, L. Effects of delayed and immediate feedback in the computer-based testing environment. Ph.D. thesis, Indiana State University. Retrieved April 21, 2019 from .

This record was imported from ProQuest on October 23, 2013. [Original Record]

Citation reproduced with permission of ProQuest LLC.

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Keywords