The effects of types of feedback and learning context on academic achievement and attitudes during computer based cooperative learning

ABSTRACT THE EFFECTS OF TYPES OF FEEDBACK AND LEARNING CONTEXT ON ACADEMIC ACHIEVEMENT AND ATTITUDES DURING COMPUTER-BASED COOPERATIVE LEARNING Hasan Çalışkan Division of Communication Sciences Anadolu University Institute of Social Sciences, May 1999 Advisor: Assoc. Prof. Ali Şimşek This study examined the effects of types of feedback and learning context on students' achievement, confidence, attitudes, lime-on-task and retention. Types of learning context were familiar, unfamiliar, and abstract; and the types of feedback were corrective, elaborative, and selective. The sample of the research consisted of 140 undergraduate students. Subjects were trained on cooperative learning skills for 2 hours before participating in the study. Students completed a computer- based cooperative lesson on statistics -analysis of variance. Subjects studied the instructional material in groups of three. Instructional program recorded the amount of time spent on the program, as well as the types of feedback they chose for practice items, and their scores on the practice sections. Each team member completing the program took the achievement test and attitude queslionaire individually. Same achievement test was given to students two weeks later to measure their retention levels. Results indicated that the type of context has a significant effect on achievement. Neither the context nor the feedback main effects are significant on students' confidency levels, but context and feedback intearction has a significant effect on it. The effect of type of feedback is also significant on students' attitudes. Both the types of context and feedback have significant effects on the time students spent on the lesson. IV 0OKÛMAUTASYOK MERKESS