Sandwich feedback: The empirical evidence of its effectiveness
The result's identifiers
Result code in IS VaVaI
<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216224%3A14560%2F20%3A00115825" target="_blank" >RIV/00216224:14560/20:00115825 - isvavai.cz</a>
Result on the web
<a href="https://doi.org/10.1016/j.lmot.2020.101649" target="_blank" >https://doi.org/10.1016/j.lmot.2020.101649</a>
DOI - Digital Object Identifier
<a href="http://dx.doi.org/10.1016/j.lmot.2020.101649" target="_blank" >10.1016/j.lmot.2020.101649</a>
Alternative languages
Result language
angličtina
Original language name
Sandwich feedback: The empirical evidence of its effectiveness
Original language description
This experiment tests the effectiveness of "sandwich" feedback. 91 university students solved 12 mathematical problems from the secondary-school curriculum. After the time limit, we assigned them randomly to one of three possible treatments. One group received corrective computer-administrated feedback, describing the mistakes with their methods and solutions. The second group received sandwich feedback, consisting of the same corrective part presented between two general positive statements unrelated to the participants' actual performance. The third group did not receive any feedback. Afterwards, the participants had 10 min to prepare for the second set of similar problems. Participants who received sandwich feedback utilized more time on preparation and solved more problems from the second set than the participants from the other two groups. This study provides only partial evidence for the effectiveness of sandwich feedbacks as it tested the effect under one specific condition using computer-mediated written feedback on math test. Further replications are needed to test the effect under various conditions, to test various forms of sandwich feedback, to explain the mechanism of sandwich feedback and to show whether the effect of sandwich feedback is caused by the specific sequence of feedback components or by mere presence of positive statements.
Czech name
—
Czech description
—
Classification
Type
J<sub>imp</sub> - Article in a specialist periodical, which is included in the Web of Science database
CEP classification
—
OECD FORD branch
50103 - Cognitive sciences
Result continuities
Project
—
Continuities
S - Specificky vyzkum na vysokych skolach
Others
Publication year
2020
Confidentiality
S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů
Data specific for result type
Name of the periodical
Learning and Motivation
ISSN
0023-9690
e-ISSN
—
Volume of the periodical
71
Issue of the periodical within the volume
August 2020
Country of publishing house
US - UNITED STATES
Number of pages
10
Pages from-to
101649
UT code for WoS article
000566754300012
EID of the result in the Scopus database
2-s2.0-85095932325