Sandwich feedback: The empirical evidence of its effectiveness

Kód výsledku v 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>

Výsledek na webu

<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>

Jazyk výsledku

angličtina

Název v původním jazyce

Sandwich feedback: The empirical evidence of its effectiveness

Popis výsledku v původním jazyce

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.

Název v anglickém jazyce

Sandwich feedback: The empirical evidence of its effectiveness

Popis výsledku anglicky

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.

Druh

J_imp - Článek v periodiku v databázi Web of Science

CEP obor

—

OECD FORD obor

50103 - Cognitive sciences

Projekt

—

Návaznosti

S - Specificky vyzkum na vysokych skolach

Rok uplatnění

2020

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název periodika

Learning and Motivation

ISSN

0023-9690

e-ISSN

—

Svazek periodika

71

Číslo periodika v rámci svazku

August 2020

Stát vydavatele periodika

US - Spojené státy americké

Počet stran výsledku

10

Strana od-do

101649

Kód UT WoS článku

000566754300012

EID výsledku v databázi Scopus

2-s2.0-85095932325