Thesis

Student self-correction of practice exercises--its effect on learning reading skills

Two balanced groups, each containing nineteen seventh grade reading improvement students were compared for achievement when exposed to differing feedback techniques. In the control group the teacher corrected study materials, while students in the experimental group corrected their own work. It was hypothesized that students would achieve more if allowed to correct their own practice exercises. No significant difference was found in the number of objectives passed on tests of the materials studied. Two balanced subgroups of internally- and externally- motivated students were compared for the effect of the two feedback methods. It was expected that internally-motivated students would perform best when permitted greater self-direction while externally motivated students would achieve more with teacher direction. No significant difference was found. Difficulties with the organization of materials, length of the study, and test of motivation suggest replication would be necessary for clear results.

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