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The effect of immediate and delayed feedback on retention of subject matter
Author(s) -
English Richard A.,
Kinzer John R.
Publication year - 1966
Publication title -
psychology in the schools
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.738
H-Index - 75
eISSN - 1520-6807
pISSN - 0033-3085
DOI - 10.1002/1520-6807(196604)3:2<143::aid-pits2310030209>3.0.co;2-1
Subject(s) - citation , subject (documents) , psychology , subject matter , reinforcement , educational psychology , task (project management) , mathematics education , social psychology , library science , pedagogy , computer science , management , curriculum , economics
Problem. The problem to be put to test in this experiment is whether immediate feedback is more effective than delayed feedback in meaningful human learning. The delays of feedback were of one hour, two days, and one week. Materials. The materials used in the investigation included four journal articles designated as A, B, C, and D and tests covering the content. Subjects . The students who constituted the sample were en rolled in the course "Human Growth and Learning" in the College of Education, University of Arizona during the fall and spring semesters 1964-65. The sample consisted of two hundred fifty-one students who participated in the experiment with journal Article A, and two hundred thirty-eight students who participated in the experiment with journal Article B in the fall semester 1964-65, and one hundred ninety-five students who read journal Article C, and two hundred one students who read journal Article D during the spring semester 1964-65. Experimental Treatments. Four experimental groups each receiving a different treatment were studied. Treatment One: Subjects received immediate feedback. Treatment Two: Subjects received feedback after ene hour delay.