The Effect Of Feedback Timing on Mathematics Achievement

Cemil Yaşar, Ufuk Akbaş

Abstract


The aim of this study is to explore whether feedback time given to the students has an effect on mathematics achievement. In the experimental study, the experimental groups were given the feedback between the pre-test and the post-test at different times (e.g. just after the pre-test, one day later, one week later, just before the final test) while the control group was not given feedback.   The study group consisted of 233 students studying at 8th grade Şehit Uğur Kutku Secondary School in Şahinbey District of Gaziantep. There were a total of six groups including, one control group and five experimental groups. The study was designed as 6x2 experimental pattern for three weeks, and pre-test and post-test were administered based on each week's pre-decided learning objectives. ANCOVA test was applied to compare the post-test achievements of the groups. According to the results of the analysis; it was found that there was no difference in the pre-test success of the groups. However, there was statistically significant difference between groups in the post-tests. As a result, it was seen that the mathematics achievement of the groups given feedback just before the post-test was higher. It is recommended that the feedback should be given regularly and right before the exams.


Keywords


Feedback, Mathematics course, Course achievement

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References


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