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The purpose of this study was to examine the impact of different types of feedback on the learning outcomes of students in a university-level introductory psychology course. Participants were 120 undergraduate students enrolled in two sections of the course. Students were randomly assigned to one of three feedback conditions: (1) detailed written feedback, (2) brief written feedback, or (3) no feedback.
At the beginning of the semester, all students completed a pretest to assess their prior knowledge of the course material. Throughout the semester, students in the two feedback conditions received the assigned type of feedback on their assignments, while students in the no feedback condition received no feedback. At the end of the semester, all students completed a posttest to assess their learning.
The results showed that students who received detailed written feedback performed significantly better on the posttest compared to students in the brief feedback and no feedback conditions. There was no significant difference in posttest scores between the brief feedback and no feedback groups.
These findings suggest that providing students with detailed, individualized feedback on their work can have a positive impact on their learning outcomes. The provision of detailed feedback may help students identify their strengths and weaknesses, and provide them with the information they need to improve their understanding of the course material.
It is important to note that the study was conducted in a single course at a single university, and the generalizability of the findings to other educational contexts may be limited. Future research should examine the impact of feedback on learning in a variety of educational settings and across different subject areas.
Overall, the results of this study underscore the importance of providing students with meaningful and constructive feedback to support their learning and academic success. Educators should consider incorporating detailed feedback into their teaching practices to enhance student learning and achievement.
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