Master of Science in Education (MSEd)
Semester of Degree Completion
Judith J. Ivarie
This study was conducted to examine the effectiveness of three feedback conditions on a multiplication task. Data were obtained over a nine week period of instruction with a single individual. Both correct and incorrect responses were charted and analyzed in the results. A pretest and two posttests, one immediate and one after six weeks, were given to obtain information about the retention of the multiplication tasks.
Results of this study showed that practice with immediate feedback and practice with delayed feedback were significantly better than no feedback without practice for correct responses. Practice with immediate feedback was significantly better than practice with delayed feedback for incorrect responses.
Kidwell, Lynn Ruth, "The Effects of Immediate Vs. Delayed Knowledge of Results on the Acquisition and Retention of Multiplication Tasks" (1984). Masters Theses. 2821.