Attributional and Performance Effects of Competitive and Individualistic Feedback in Computer Assisted Mathematics Instruction
Fifty-two fourth and fifth grade students, randomly assigned to three groups (1) competitive, (2) individualistic, and (3) no feedback control, received differential feedback regarding their performance in two 40-minute computer assisted mathematics sessions per week over six weeks. Attributions regarding academic outcomes in computer assisted mathematics were assessed prior to and following treatment, as was academic locus of control. Measures of rate of progress and achievement were also taken. Children receiving competitive feedback showed an increase in attributions to ability for success, as predicted. A predicted increase in attributions to effort for children receiving individualistic feedback was not found. Contrary to previous findings, gender differences in academic locus of control were not found, although all subjects showed an increase in internal responsibility for academic outcomes over the treatment period. Predicted increases in rate of progress and mathematics achievement by the individualistic feedback group in comparison with the competitive feedback and control groups were not found. Feedback conditions were found to differentially affect males and females with males exhibiting a significantly higher rate of progress than females within the competitive feedback group. Attributions were found to account for a moderate, significant portion of the variance in rate of progress and mathematics achievement. (Author/JM)
Lewis, M.A. & Cooney, J.B. Attributional and Performance Effects of Competitive and Individualistic Feedback in Computer Assisted Mathematics Instruction.
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Matt Bower, Macquarie University, Australia
Journal of Computers in Mathematics and Science Teaching Vol. 24, No. 2 (April 2005) pp. 121–147
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