The document summarizes a study that investigated the effects of feedback on student performance while completing multiple computer tasks simultaneously. The study involved 32 undergraduate students performing letter recognition, math, and other tasks on a computer program. The experimental group received continuous visual feedback of their point total, while the control group did not. While the experimental group had a higher average point total, the results were not statistically significant. The study also found no significant effects of gender or interaction between feedback and gender. The lack of significant results may have been due to variability in performance measures or insufficient feedback design. Further research is needed to better understand how feedback impacts performance on non-motor tasks.
Test anxiety gender and academic achievementsDr.Nasir Ahmad
Objectives: To investigate undergraduate students’ test anxiety level; to measure
the correlation between undergraduate students test anxiety with their
academic achievement; and to measure the correlation of undergraduate students’
test anxiety from the perspective of their gender.
Methodology: Students of eight departments at University of Swat constituted
the study sample. Among these, 126 undergraduate level students were selected
through simple random sampling technique. The tool used for the study was
Westwide Test Anxiety Scale. Analysis of data was done using SPSS version 21.
Results: Among the selected respondents, there were 89 (70.63%) male and
37 (29.37%) female students. Our results revealed that 39.7% of undergraduate
university students were suffering from moderately high test anxiety. Male students
had 44.9% while female students had 27% moderately high test anxiety.
The correlation coefficient between CGPA and test anxiety of students was -.317
which shows inverse relationship. The average CGPA of male students was 2.8
while female students had a CGPA of 3.19. The mean test score of male undergraduate
students was 3.25 ±0.60 and female under graduate students was
3.13 ±0.77, p value .366.
Conclusion: Moderately high test anxiety was found in undergraduate university
students which was similar in both male and female students. Female students
showed better performance as compared to male students.
Key Words: Test anxiety, Academic achievement, Undergraduate students
HORTICULTURE THERAPY, LEVEL OF DEPRESSION, INSTITUTIONALIZED OLD AGE POPULATION, old age home, Preparation of flower bed (session I),The results revealed that the mean score of depression before the intervention was (15.47 ± 3.40). But after the intervention, the results revealed that the mean scores of depression were (11.87±4.71).
Planting of seedling (session II)
Watering (daily)
Weeding (as needed)
Fertilizing (once in 2 weeks)
Walking around
Admiring other participants’ plants
Watching and listening to birds, insects, and butterflies The results revealed that the mean score of depression before the intervention was (15.47 ± 3.40). But after the intervention, the results revealed that the mean scores of depression were (11.87±4.71). it was concluded that the horticulture therapy was found to be effective in reducing the depression level of institutionalized older population in the old age home. In particular, more experimental studies are needed to investigate between-group effects of HT on older adults
Test anxiety gender and academic achievementsDr.Nasir Ahmad
Objectives: To investigate undergraduate students’ test anxiety level; to measure
the correlation between undergraduate students test anxiety with their
academic achievement; and to measure the correlation of undergraduate students’
test anxiety from the perspective of their gender.
Methodology: Students of eight departments at University of Swat constituted
the study sample. Among these, 126 undergraduate level students were selected
through simple random sampling technique. The tool used for the study was
Westwide Test Anxiety Scale. Analysis of data was done using SPSS version 21.
Results: Among the selected respondents, there were 89 (70.63%) male and
37 (29.37%) female students. Our results revealed that 39.7% of undergraduate
university students were suffering from moderately high test anxiety. Male students
had 44.9% while female students had 27% moderately high test anxiety.
The correlation coefficient between CGPA and test anxiety of students was -.317
which shows inverse relationship. The average CGPA of male students was 2.8
while female students had a CGPA of 3.19. The mean test score of male undergraduate
students was 3.25 ±0.60 and female under graduate students was
3.13 ±0.77, p value .366.
Conclusion: Moderately high test anxiety was found in undergraduate university
students which was similar in both male and female students. Female students
showed better performance as compared to male students.
Key Words: Test anxiety, Academic achievement, Undergraduate students
HORTICULTURE THERAPY, LEVEL OF DEPRESSION, INSTITUTIONALIZED OLD AGE POPULATION, old age home, Preparation of flower bed (session I),The results revealed that the mean score of depression before the intervention was (15.47 ± 3.40). But after the intervention, the results revealed that the mean scores of depression were (11.87±4.71).
Planting of seedling (session II)
Watering (daily)
Weeding (as needed)
Fertilizing (once in 2 weeks)
Walking around
Admiring other participants’ plants
Watching and listening to birds, insects, and butterflies The results revealed that the mean score of depression before the intervention was (15.47 ± 3.40). But after the intervention, the results revealed that the mean scores of depression were (11.87±4.71). it was concluded that the horticulture therapy was found to be effective in reducing the depression level of institutionalized older population in the old age home. In particular, more experimental studies are needed to investigate between-group effects of HT on older adults
If you are looking for Article critique on public health care, then you can check the complete presentation here or download from http://studentsassignmenthelp.co.uk/answers/article-critique-assignment-help/
Mixed method design is often noted as a methodology capitalizing on the advantage of in-depth study in qualitative approaches and the power of generalization in quantitative approaches.
To be useful, acknowledging the fundamental assumption underpinning these two approaches is paramount. Qualitative approach is individualistic where the findings are rich in explaining a phenomenon of interest in context while quantitative approach is normative where the findings represent an average pattern of a phenomenon of interest in a population.
The Effect of Problem-Solving Instructional Strategies on Students’ Learning ...iosrjce
This study investigated the use of problems-solving and its effect on student achievement in the mole
concept. Ninety six (96) senior secondary II students were randomly selected form Demonstration Secondary
School, College of Education Azare. The instrument for data collection was 30-item chemistry achievement test
(CAT). The instrument was validated and its reliability determined to be 0.81. Two research questions and two
hypotheses guided the study. The data collected were analyzed using mean and standard deviation to answer the
research questions, while t-test statistics was used to answer the hypotheses at 0.05 level of significance. The
results revealed that student taught using problem-solving performed significantly better than those taught
through lecture method. From the findings chemistry teachers are encouraged to attend seminars/workshops on
problem -solving in order to facilitate the teaching and learning of chemistry in schools.
This is a North Central University paper about analyzing emperimental research designs. It is written in APA format, includes references, and is graded an instructor.
If you are looking for Article critique on public health care, then you can check the complete presentation here or download from http://studentsassignmenthelp.co.uk/answers/article-critique-assignment-help/
Mixed method design is often noted as a methodology capitalizing on the advantage of in-depth study in qualitative approaches and the power of generalization in quantitative approaches.
To be useful, acknowledging the fundamental assumption underpinning these two approaches is paramount. Qualitative approach is individualistic where the findings are rich in explaining a phenomenon of interest in context while quantitative approach is normative where the findings represent an average pattern of a phenomenon of interest in a population.
The Effect of Problem-Solving Instructional Strategies on Students’ Learning ...iosrjce
This study investigated the use of problems-solving and its effect on student achievement in the mole
concept. Ninety six (96) senior secondary II students were randomly selected form Demonstration Secondary
School, College of Education Azare. The instrument for data collection was 30-item chemistry achievement test
(CAT). The instrument was validated and its reliability determined to be 0.81. Two research questions and two
hypotheses guided the study. The data collected were analyzed using mean and standard deviation to answer the
research questions, while t-test statistics was used to answer the hypotheses at 0.05 level of significance. The
results revealed that student taught using problem-solving performed significantly better than those taught
through lecture method. From the findings chemistry teachers are encouraged to attend seminars/workshops on
problem -solving in order to facilitate the teaching and learning of chemistry in schools.
This is a North Central University paper about analyzing emperimental research designs. It is written in APA format, includes references, and is graded an instructor.
Question 1.A group of researchers is replicating an earlier .docxIRESH3
Question 1.
A group of researchers is replicating an earlier experiment that indicated that participants who received task-specific feedback were more likely to persist at a task than participants who received more general, encouraging feedback. In an effort to ensure that participants are not treated differently based on the condition that they are in, the researchers automate all of the procedures and follow a written protocol when interacting with the participants. The researchers are trying to minimize:
placebo effects.
demand characteristics.
experimenter expectancy effects.
participant suspicion effects.
Question 2.
In a study examining the effects of heredity on intelligence, researchers compare the correlation of intelligence test scores of identical twins with the correlation of intelligence test scores for fraternal twins. In this experiment, the researcher is assuming that the comparison of identical and fraternal twins is a measure of heredity. This is an example of a ________________ inference.
construct
statistical
generalizability
Causal
Question 3
Researchers interested in studying the effect of happiness on various health outcomes randomly assign each person who comes in to the laboratory to one of two study conditions. However, several people in the study are friends and drove to the study together. The group of friends indicates that they need to be in the same condition of the study so that they can all leave at the together to get home. Accommodating the subjects' request might threaten validity because of the effect of:
regression to the mean.
attrition.
maturation.
selection.
Question 4
In an experiment on the effects of everyday stress on memory, a researcher has participants record every hour how much stress they are feeling and then complete a short-term memory task. The results of the study reveal that everyday stress may affect short-term memory. After evaluating the results of the study, however, the researcher is concerned that people who have high scores on neuroticism questionnaires are more likely to report stress and exhibit memory problems than people who have low scores. The researcher is worried about __________ validity.
construct
internal
statistical conclusion
external
Question 5
__________ validity concerns the generalizability of findings beyond the present study.
Ecological
Construct
Statistical conclusion
External
Question 6
A researcher is investigating the ability of aversive punishment to decrease students' disruptive behaviors in class. She is worried that the number of punishments will vary from student to student and thus will bias the results of the study. The researcher would do well to:
run a pilot test before conducting the study.
manipulate participants' knowledge about the study.
use a yoked control-group.
use a red herring technique.
Question 7
A psychologist is examini ...
6
Websites, Books, Independent Studies: 6 Journal Articles Summarized Here
APA Citation REQUIRED (Refer to APA Write
][.r’s Manual, 6th ed.)
Fill out both areas for 1 Article on each page (6 pages)
Sample Citation in APA 6th edition:
Arbelo, F. (2016). Pre-entry doctoral admission variables and retention at a Hispanic Serving
Institution. International Journal of Doctoral Education, 11, 269 – 284.
http://www.informingscience.org/Publications/3545
Academic Journal Articles:
APA Citation (Refer to APA Writer’s Manual, 6th ed.)
Citation here
George, K. (2016). Evaluating the effects of formal corrective feedback on off-task/on-task behavior of mild intellectually disabled students: an action research study (Thesis doctoral, Capella University). https://search-proquest-com.ucamia.cobimet4.org/docview/1767788724
Selection
Explanation
Source: Primary or Secondary
Primary
Information Classification:
(Self-contained study/ Research findings / Professional Association/ Unanalyzed Data / Compiled Statistics, etc.)
Research findings
How and why is this information pertinent to your selected topic?
The goal of the study looked to identify a potential strategy for addressing the behavioral deficiencies commonly displayed by students classified as mild intellectually disabled as well as any other student determined to have behavioral issues within the classroom setting. Specifically, the study determines if formal corrective feedback influences on the off-task/on-task behavior of mild intellectually disabled students. With this information, we know about treatment choices (strategies) that we can use to change the task refusal behaviors of a student with special needs and increase his compliance with activities and demands.
Academic Journal Articles:
APA Citation (Refer to APA Writer’s Manual, 6th ed.)
George, K. (2016). Evaluating the effects of formal corrective feedback on off-task/on-task behavior of mild intellectually disabled students: an action research study (Thesis doctoral, Capella University). https://search-proquest-com.ucamia.cobimet4.org/docview/1767788724
Selection
Explanation
Issues / Topics Covered
Formal corrective feedback, off-task behaviors, on-task behaviors, specific types of off-task behavior.
Author(s):
George, Kevin
Research Question(s) addressed:
RQ1: Is there a significant difference between the frequency of off-task behaviors when formal corrective feedback is not applied and the frequency of off-task behaviors when formal corrective feedback is applied?
RQ2: Is there a significant difference between the frequency of on-task behaviors when formal corrective feedback is not applied and the frequency of on-task behaviors when formal corrective feedback is applied?
RQ3: Does formal corrective feedback have a stronger or weaker effect on specific types of off-task behavior?
Research Subjects: (pre-K, 9th graders, elementary school students, etc.)
Fifteen tenth graders classified as Mild Intellectually Disabled (MI.
1
JOURNAL SUMMARY 2
Journal Summary
[Insert Name]
Lamar University
Journal Summary
Van der Donk, Hiernstra-Beernink, Tjeenk-Kalff, van der Leij and Lindaur (2013) conducted a study to determine the effects of executive functioning and working memory interventions on academic achievement and classroom behavior in students diagnosed with Attention Deficit Hyperactivity Disorder (ADHD). This study consisted of two randomly selected groups of 175 students each between the ages of 8 and 12 that had a single, prior diagnosis of ADHD. The students were either assigned to a computer-based or a teacher instructed intervention. Students were selected from various elementary schools from two Dutch regions. The interventions were implemented by developmental psychologists that underwent a three-hour training course for their respective intervention. Group monitoring by a licensed clinical staff, recording observations of implementation, and reviewing student work samples were methods used to authenticate intervention fidelity. The computer-based intervention consisted of working memory tasks that adapted to the students’ skill level in a game format. The teacher instructed intervention consisted of several visual and verbal tasks that addressed five executive functions that are critical for success within a classroom setting. Both interventions were implemented 5 times a week for 45 minutes for a duration of 5 weeks. Various assessment methods including standardized tests and checklists were administered at baseline, at the conclusion of the intervention period, and six months after the intervention period to measure academic performance and classroom behavior. Results of the study showed a notable increase in academic performance and a statistically significant improvement in student behavior in the classroom.
Strengths and Weaknesses
This study had several strengths and limitations. One strength of the study was the randomization of the test groups. Randomly assigning subjects is the best practice to ensure efficacy. Each group was comprised of 175 students which is an adequate sample size to determine valid results. Measures were taken to verify the fidelity of intervention implementation. One limitation of this study was the content and applicability of the test groups differed greatly making it difficult to compare the efficacy of the interventions. Single tasks were used to assess the effects of working memory training which made results ambiguous as to whether academic and behavior improvement was due to the changes in ability or due to assessed tasks resembling practiced tasks.
Instructional Implications
The Centers for Disease Control and Prevention (CDC) reported that in 2016, 9.4% of children ages 4-17 were diagnosed with ADHD in the United States. 62% of children diagnosed with ADHD are taking some sort of medication. These medications help alleviate behavior sympt.
A PROCEDURE FOR IDENTIFYING PRECURSORS TOPROBLEM BEHAVIOR.docxbartholomeocoombs
A PROCEDURE FOR IDENTIFYING PRECURSORS TO
PROBLEM BEHAVIOR
BRANDON HERSCOVITCH, EILEEN M. ROSCOE, MYRNA E. LIBBY,
JASON C. BOURRET, AND WILLIAM H. AHEARN
NEW ENGLAND CENTER FOR CHILDREN
NORTHEASTERN UNIVERSITY
We describe a procedure for differentiating among potential precursor responses for use in a
functional analysis. Conditional probability analysis of descriptive assessment data identified
three potential precursors. Results from the indirect assessment corresponded with those
obtained from the descriptive assessment. The top-ranked response identified as a precursor
according to the indirect assessment had the strongest relation according to the probability
analysis. When contingencies were arranged for the precursor in a functional analysis, the same
function was identified as for target behavior, supporting the utility of indirect and descriptive
methods to identify precursor behavior empirically.
DESCRIPTORS: descriptive assessment, functional analysis, precursors, problem behavior,
response-class hierarchies
_______________________________________________________________________________
Functional analysis (Iwata, Dorsey, Slifer,
Bauman, & Richman, 1982/1994) involves
manipulating antecedents and consequences
for the target behavior of interest. Because a
functional analysis requires the repeated occur-
rence of a target response, it may not be
appropriate for response topographies that pose
risk of harm to others (e.g., severe aggression) or
the client (e.g., self-injury). One modification
that has addressed this concern involves a
functional analysis of precursor behavior (i.e.,
arranging contingencies for responses that
reliably precede the target behavior) based on
previous research showing that response topog-
raphies that occur in close temporal proximity
are often members of the same response class,
and by providing differential reinforcement for
earlier responses in the response-class hierarchy,
later more severe responses occur less often
(Harding et al., 2001; Lalli, Mace, Wohn, &
Livezey, 1995; Richman, Wacker, Asmus,
Casey, & Andelman, 1999).
Smith and Churchill (2002) conducted a
functional analysis of precursor behavior and
found similar outcomes from a functional
analysis of the target behavior and a functional
analysis of the hypothesized precursor behavior.
A study by Najdowski, Wallace, Ellsworth,
MacAleese, and Cleveland (2008) extended this
work by demonstrating that an intervention
based on a functional analysis of precursor
behavior was effective in eliminating partici-
pants’ precursor behavior. The implication of
these findings is that outcomes from functional
analyses of precursor responses may be used to
infer the function of more severe topographies
that occur later in the response-class hierarchy.
A potential limitation associated with both of
these studies is that indirect assessments alone
were used to identify precursor responses. Such
assessments have sometimes been found to have
poor reliab.
Importance of Physical Activities in Relation to Academic MalikPinckney86
Importance of Physical Activities in Relation to Academic Achievement
Southeastern Oklahoma State University
1
Importance of Physical Activities in Relation to Academic Achievement
Introduction
Schools have served many purposes throughout history. They serve to teach children to
become successful adults. Over time the idea of what it takes to make a student a successful adult has
changed. Schools have been forced to measure students with tests instead of the whole child. Students
are evaluated year after year on their academic achievement through standardized tests. Teachers are
now judged on how well their pupils do on tests whether it be on a nationally standardized test or
benchmark testing in the classroom. Since testing will not go away, teachers must find ways that
improve the way students retain information. Physical activity supports developmental, emotional, and
cognitive growth.
Physical activity helps students develop fine and gross motor skills. Typical recess activities such
as monkey bars, pumping legs on a swing, throwing balls all help develop motor skills that are needed in
the classroom. Hand eye coordination that is developed from these physical activities helps students
track when reading, take notes, and holding a pencil. When recess is cut, these activities either suffer or
the teacher must find time in their already hectic schedule to work these activities into the curriculum
(Franxman & Gilbert, 2018).
Many playground activities lead to social and emotional development. Students are put into
situations that are not guided by a teacher and are tested to make their own decisions. Peer
relationships are developed through physical activity (Murray & Ramstetter, 2018). This “free” time
helps develop a student’s ability to communicate, negotiate, and problem solve, all of which are needed
to contribute to society (Murray & Ramstetter, 2018).
School days are long. Students are expected to sit for long periods of time focusing on specific
content. When students are given breaks to move, different motions fire up neurons in their brains.
Students are more attentive to their lessons after a chance to engage in physical activity (Murray &
2
Ramstetter, 2018). The physical activity helps keep the brain active by giving one area a chance to rest
and recharge, while another area of the brain develops other skills.
Physical activity is important to the development of the whole child. Schools have drifted away
from making physical activity or play a priority in favor of structured academic time. This paper will look
at the role physical activity plays in academic achievement. It will show if physical activity is improving
test scores, curbing behavioral issues, and encouraging student learning by using physical activity in
unstructured activity, using set programs, and as motivation for cognitive improvement.
Literature Review
This ...
Scope of Practice and Patient’s Healthcare Accessibility PurposLesleyWhitesidefv
Scope of Practice and Patient’s Healthcare Accessibility
Purpose
The purpose of this assignment is to identify the scope of practice in one’s state including level of independence of practice, prescribing authority, any limitations of practice, process for obtaining licensure in your state, certification and education requirements for licensure. Next, students will discuss how the level of independence of practice in their state, i.e., reduced, restricted or full practice, affects patient’s access to care in their local community.
Activity Learning Outcomes
Through this discussion, the student will demonstrate the ability to:
1. Understand NP practice as defined by law (CO2)
2. Determine legislation as defined by legislation, statutes and regulations (CO2)
3. Identify barriers to ensuring patient’s rights (CO3)
Due Date: Wednesday by 11:59pm MST of Week 6
Initial responses to the discussion topic must be posted by Wednesday 11:59pm MT. Two additional posts to peers and/or faculty are due by Sunday at 11:59pm MT. Students are expected to submit assignments by the time they are due.
A 10% late penalty will be imposed for discussions posted after the deadline on Wednesday of week 6, regardless of the number of days late. NOTHING will be accepted after 11:59pm MT on Sunday (i.e. student will receive an automatic 0).
Total Points Possible: 100
Requirements:
1. Discuss your state NP community in terms of scope of practice. Include the your state’s scope of practice for NPs including:
· Level of independence of practice **In California, NPs are required to practice under Standardized Procedure Guidelines. If CA is your intended practice state, please provide details on how Standardized Procedures Guidelines are developed in California and an example of a California SPG.
· Prescribing authority
· Any limitations of practice
· Process for obtaining licensure in your state
· Certification and education requirements for licensure.
2. If you live in a restricted or reduced practice state, how has patient care been impacted in your local community from these barriers? For instance, is the ED used for primary care? Are the EDs overcrowded with long wait times? Are there urgent care clinics readily available? Is there adequate access to primary care? If you live in a full practice, how has independent practice of the APN resulted in improved patient access to healthcare?
3. How does access to NPs impacts any healthcare disparities?
4. A scholarly resource must be used for EACH discussion question each week.
DISCUSSION CONTENT
Category
Points
%
Description
Scope of practice and NP requirements
30
30%
Provides relevant evidence of scholarly inquiry of their state’s NP scope of practice. Uses valid, relevant, and reliable outside sources to contribute to the threaded discussion.
Practice barriers and access to healthcare
30
30%
Provides relevant evidence of scholarly inquiry of whether their state is a reduced, restricted or fu ...
Impact of a Fieldwork Experience on Attitudes toward People with Intellectual...Allison Sullivan
Facilitating positive changes in attitudes of health professional students is a crucial step toward improving health care received by marginalized citizens. The purpose of this study was to describe effects of curriculum activities on attitudes of students toward people with intellectual disabilities using the Attitudes Toward Intellectual Disabilities Questionnaire (ATTID, 2013). Results from this study indicated that Level 1 fieldwork significantly improved attitudes of OT students toward individuals with ID while lecture did not.
Similar to Effects of Feedback on Student Performance - Journal of Undergraduate Research (20)
Impact of a Fieldwork Experience on Attitudes toward People with Intellectual...
Effects of Feedback on Student Performance - Journal of Undergraduate Research
1. The Journal of Undergraduate Research
Volume 8 Journal of Undergraduate Research, Volume
8: 2010
Article 7
2010
The Effects of Feedback on Student Performance
While Performing Multiple Tasks Simultaneously
Amber Reis
South Dakota State University
Danyel Janssen
South Dakota State University
Follow this and additional works at: http://openprairie.sdstate.edu/jur
Part of the Psychology Commons
This Article is brought to you for free and open access by Open PRAIRIE: Open Public Research Access Institutional Repository and Information
Exchange. It has been accepted for inclusion in The Journal of Undergraduate Research by an authorized administrator of Open PRAIRIE: Open Public
Research Access Institutional Repository and Information Exchange. For more information, please contact michael.biondo@sdstate.edu.
Recommended Citation
Reis, Amber and Janssen, Danyel (2010) "The Effects of Feedback on Student Performance While Performing Multiple Tasks
Simultaneously," The Journal of Undergraduate Research: Vol. 8, Article 7.
Available at: http://openprairie.sdstate.edu/jur/vol8/iss1/7
2. The Effects of Feedback on Student
Performance While Performing Multiple
Tasks Simultaneously
Authors: Amber Reis, Danyel Janssen
Faculty Advisor: Dr. Deborah Spear
Department: Psychology
ABSTRACT
Research shows that feedback or knowledge of results can increase performance on
multiple activities. In order for feedback to be successful, it should follow closely in time to
the behavior. The current study is a between-group design where the experimental group
received visual feedback in the form of a point total about their accuracy in performing a
computer task and the control group was not presented with the point totals. While the
experimental group did have higher average point totals, the results were not statistically
significant. Gender served as the second independent variable and there was not a significant
difference between the average total points for men and women. There was not a significant
interaction between the two variables.
THE EFFECTS OF FEEDBACK ON STUDENT
PERFORMANCE WHILE PERFORMING MULTIPLE TASKS
SIMULTANEOUSLY
Knowledge of results (KR) is “feedback containing the level of performance obtained”
(“Feedback,” 2000, p.172). Several studies have investigated the effect of knowledge of
results on the performance of different tasks. Information about how knowledge of results
can influence performance is beneficial for the fields of education and behavior
modification. Some educational facilities are currently putting this scientific information into
practice. Pokorny and Pickford (2010) researched student perceptions of feedback on
academic performance and found that lengthy written feedback is not affective in response to
a final paper or project. Students reported that an instructor’s feedback is most beneficial
when followed closely behind the assignment.
Several populations have been used to study the effects of knowledge of results or
feedback. Individuals with either physical or mental handicaps are often the subjects of
feedback studies, one study by Hemayattalab and Rostami (2010) examined the effects of
knowledge of results in dart throwing abilities of children with cerebral palsy. They used an
ANOVA to test their results and found that those in the feedback condition were able to learn
new motor tasks. In a study conducted by Carroll (1973), normal male participants ages 18 to
29 completed different perceptual-motor tasks with and without performance feedback. The
EFFECTS OF FEEDBACK 57
GS019 JUR10_GS JUR text 1/11/11 11:41 AM Page 57
3. group receiving immediate feedback on their performance became faster at completing the
task as the trials progressed. Motor tasks were most commonly used in studies but Szalma,
Hancock, Dember and Warm (2006) conducted a study were undergraduates viewed a
chemical process on a computer screen and were then asked if that process led to a reaction.
This study separated the types of feedback provided, one group was only given feedback
when they were correct and another group was only given feedback when they responded
when a response was not necessary. Szalma et al. discovered the perceptual sensitivity scores
(accuracy rates) increased with feedback of either type.
While most studies found that knowledge of results or feedback lead to improved
performance, Tiu (2006) found that the distribution of scores for those receiving feedback
matched the distribution for those who did not receive feedback when the task was
remembering obscure facts. A similar study conducted by Smith and Kimball (2010)
examined the effects of feedback by using the test retest method of trivial facts. They found
that if the participant answered correctly the first time, delayed feedback functioned to
preserve the initially correct response. However, the Smith and Kimball (2010) study also
showed that delayed feedback is not beneficial in correcting errors from the first testing session.
The current study attempts to investigate the effects of feedback on performance using a
multitsking computer program, SynWin (Activity Research Center, 2001). During the first
experimental section, the participant was presented with two tasks to complete; a letter
recognition task and an addition problem. The second experimental section added two more
tasks, a gas gauge to reset, and a tonal discrimination task. Based on their performance of the
tasks, participants in the experimental condition received feedback in the form of a point
total in the center of their screen, and the control group did not.
Based on existing literature, the hypothesis for the current study is participants who
receive continuous feedback will have higher accuracy rates in the form of average point
totals than those who receive no feedback. Also, the point totals should decrease in the
second experimental section because there are more tasks to complete. The manipulated
independent variable for this study is whether or not the participants receive feedback about
their performance. In addition, gender serves as quasi-independent variable, but the
researchers do not think it will have a significant effect on the data. Average accuracy rates
measured by point totals serve as the dependent variable. Point totals were compiled based
on correct and incorrect responses to the tasks; incorrect responses resulted in loss of points,
making it possible to have a negative score.
METHOD
Participants
A total of 32 undergraduates from South Dakota State University participated: 10 men
and 22 women. The participants were randomly assigned to either the control (5 men, 13
women) or experimental (5 men, 9 women) condition depending on which session time they
were scheduled. Participants were recruited from undergraduate psychology classes. Some
students received compensation from their course instructors for their participation in this
study. Upon completion of the study, each participant’s name was entered into a raffle
58 EFFECTS OF FEEDBACK
GS019 JUR10_GS JUR text 1/11/11 11:41 AM Page 58
4. drawing with the chance to win a coupon or gift card to Cubby’s Sports Bar and Grill, SDSU
Dairy Bar, and Brookings Cinema 5. Students with a current diagnosis of any form of
psychiatric or behavioral disorder, students under the influence of alcohol, illegal substances,
any antidepressant or anti-anxiety drug or cold medicine, students with a history of epilepsy
or seizures, students taking any medication for Attention Deficit Disorder, and students under
the age of eighteen did not have their results included in the final data analysis. The
Institutional Review Board approved the current study.
Materials
Computers were used to show the participants the SynWin (Activity Research Center,
2001) program containing the experiment. The program recorded responses to all the tasks in
addition to the total points for both conditions. The demographic information sheet served as
an implied consent form that the participants completed and returned.
Procedures
Both groups performed the same tasks under the same environmental conditions; the
only difference was the experimental group was provided with visual feedback in the form of
a score in the middle of their screen. This score provided the participants with continuous
visual feedback about their accuracy in completing the tasks.
The information sheet was read aloud and the participants were told that their consent
was implied by their completion and submission of their demographic information sheet. A
short demographic information sheet containing questions about the participant’s age, major,
and gender, was then completed and sealed in individual manila envelopes. The participants
were given three minutes to practice and become familiar with the SynWin program and the
tasks to be completed. In the upper left corner was a letter recognition task, and the upper
right corner had the math problem, as seen in Figure 1. Immediately following the practice,
the participants began the 15-minute experimental session with only the two tasks. The
second part of the experiment followed the same pattern as the first part, but included two
additional tasks. The lower left corner had a gauge that needed to be reset and the lower right
corner had an alert circle to be clicked when the participant heard a high tone from a
background of low tones. During the tasks, the experimental group received visual feedback
in the form of point totals. Once all participants finished the second 15-minute experimental
part, they were debriefed as to the hypothesis of the study
RESULTS
The average total points are presented in figures 2 and 3 for each of the independent
variables. Figure 2 examines the average point totals between the no feedback and feedback
conditions. The experimental group has a higher total point average than the control group,
but there is large variation between the two groups (M=3059.79, SD= 1220.91; M=2050,
SD=1515.548435 respectively). A two-way between ANOVA using experimental condition
and gender as the two variables, shows there is no significant main effect of experimental
condition on average point totals [F(1,28)=1.877, p=.182].
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5. Figure 3 displays the effects of gender. The average total points for men and women are
close, but men have slightly higher average total points than women do (M=2709.6,
SD=1685.71; M=2392.77, SD=1383.41 respectively). In addition to the similar average total
points, there is a large amount of variability within both groups. The results of a two-way
between ANOVA did not find a significant main effect of gender on average point totals
[F(1,28)=.119, p=.732]. Table 1 also displays that there is not a significant interaction
between experimental condition and gender [F(1,28)=1.794, p=1.91].
DISCUSSION
In the current study, those receiving feedback had higher average point totals than did
those in the control group who did not receive visual feedback. There were no main effects
of either independent variable nor an interaction between the two, as determined by a two-
way between ANOVA, which could be due to the large variability within the measure of
behavior. A literature review indicated that gender did not influence the effects of feedback
and the current study did not find a significant difference between the average total points of
men and women.
Chiviacowsky, Wulf, Walley, and Borges (2009) examined the effects of feedback
during a motor task completed by older adults. The task involved tossing beanbags onto a
target, which had different points to be earned for getting the bag in a specific area of the
target. One group received feedback about their highest scoring trials and the other group
received feedback on their lowest scoring trials. Results from that study showed that as the
trials progressed, the group who received “good” feedback became more accurate with their
tosses. Their findings were not statistically significant. The current study was similar in that
there was not a significant effect. A possible explanation for the lack of significant effects in
either study could be the high degree of variability within the behaviors.
Another possible explanation for the lack of significance in the current study could be
that the computer task is not as affected by feedback as are gross-motor tasks. The majority
of the research in the area of feedback involves gross-motor tasks, but Rantz, Dickinson,
Sinclair, and Van Houten (2009) conducted a study to determine whether or not feedback
lead to greater accuracy in completing a pre-flight checklist during flight simulation training.
Rantz et al. (2009) found that graphic and verbal feedback lead to more list items correctly
completed. The Rantz et al. (2009) study demonstrates that feedback can be beneficial for
non-motor tasks.
Neth, Khemlani, and Gray (2008) investigated the effects of local verses global
feedback on a multitasking computer program called Tardast. In their study, global feedback
was given continuously in the form of a satisfactory scale, and the global feedback condition
was given as a summary of level of performance at the end of the task. Neth, Khemlani, and
Gray (2008) found both conditions improved as the trials progresses but that those who
received local feedback had significantly higher satisfactory scores than those who received
global feedback. Knowing that others have found that feedback has an effect on multitasking
behavior, there is another possible explanation for the lack of significant findings in the
current study. It is possible that the feedback in this particular study was insufficient in
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6. producing the desired outcomes. Although only the experimental group was provided with
the continuous score about their accuracy rates in responding, both groups received audio
feedback for some correct and incorrect responses. For a correct, or point-earning response
on the letter recognition task and the addition problem, participants heard a coin clink sound.
When they responded incorrectly on either of those two tasks they heard an aversive tone. The
research design did not draw attention to these sounds, but it is possible that the participants
in the control group interpreted the audio feedback and adjusted their responding accordingly.
In further research, examining visual feedback alone might yield a greater difference
between the experimental and control conditions, and it could decrease the variability within
the measure. An increase in sample size for other feedback studies might be beneficial in
approaching statistically significant results. A different dependent variable such as average
reaction times in a study similar to the current one might be more affective at picking up
differences between groups if these differences are present. Continued research on the effects
of feedback on computer related tasks or learning tasks is needed in order to determine if
feedback can be useful for improving accuracy in areas that are non-motor related.
Table 1: Results of a Two-Way ANOVA Between examining Gender and Condition
Mean
Source Sum of Squares df Square F Sig.
Gender 232760.119 1 232760 0.119 0.732
Condition 3658386.83 1 3658387 1.877 0.182
Gender * Condition 3496592.24 1 3496592 1.794 0.191
Within 54578044.79 28 1949216
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7. Figure 1. A screen shot of the SynWin program for the experimental condition is shown.
Figure 2. The average total points for the experimental and control conditions. Error bars
represent the standard deviation.
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8. Figure 3. The average total points for men and women. Error bars represent the standard
deviation.
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