The effect of giving feedback on homework using virtual classroom application on 3rd grade students' addition skills

The aim of this study is to measure the impact of the feedback process through virtual classroom applications on third-grade students' addition skills. In the study, the experimental research method was used. While creating the study group, 23 students from the third grade were assigned to the experimental group, and 23 students were assigned to the control group. Students' addition performance was measured by the Addition Achievement Test (AAT) developed within the scope of this study. The study lasted 5 weeks. The measurement tool used in the research was administered to the experimental and control group students as a pre-test one week before the start of the experimental study. In this process, objective included in the third grade elementary school mathematics curriculum were taught to the experimental and control group students. Homework was given after each gain. In the study, a virtual classroom was created only for the students in the experimental group. In the virtual classroom, immediate feedback was given to the experimental group students for the homework given on addition. The students in the control group were given feedback on their homework in the classroom the next day. At the end of the experimental process, the measurement tool was applied as a post-test to the experimental and control group students. The data were analyzed by ANCOVA and independent samples t-test. According to the findings, it was observed that the immediate feedback given by the virtual classroom application significantly increased the addition performance of the students in the experimental group. The obtained data were interpreted in line with the relevant literature and suggestions were made to teachers and practitioners.