Feedback Complexity and Self-Direction in Programmed Instruction

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Abstract
Explicit feedback in an instructional program on set theory was compared with feedback that required interpretation and generalization. No difference in criterion performance was found for the “complex” and simple feedback groups. Another comparison was made between Ss given a choice of feedback characteristics and study method and Ss restricted to a given form of feedback and study procedure. No differences in learning were found in these groups. Reasons for the failure of complex feedback to produce superior learning are discussed and extensions of the present research are suggested.

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