ERIC Number: EJ1325457
Record Type: Journal
Publication Date: 2022
Pages: 10
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0260-2938
EISSN: N/A
The Impact of Positive Feedback on Student Outcomes and Perceptions
Faulconer, Emily; Griffith, John; Gruss, Amy
Assessment & Evaluation in Higher Education, v47 n2 p259-268 2022
High quality feedback on assessments and deliverables is vital to student success. This pilot study sought to understand the impact of combining positive and performance-gap feedback in an immediate feedback scenario where students were provided multiple attempts to complete an assignment. 176 online undergraduate students were surveyed after completing a general inorganic chemistry course. Some students were provided performance-gap feedback, while others were provided performance-gap and positive feedback. The results suggest that type of feedback provided does not change students' perceptions and self-reported behaviors in the course. However, students who were provided both performance-gap and positive feedback received an average of an entire letter grade higher than the students who received only performance-gap feedback. These findings support the idea that a combination of feedback has a direct positive impact on students in an online setting.
Descriptors: Feedback (Response), Undergraduate Students, Inorganic Chemistry, Positive Attitudes, Achievement Gap, Academic Achievement, Self Efficacy, Science Instruction, Student Attitudes, Student Behavior, Grades (Scholastic), Online Courses
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A