The interrelationship between feedback, test anxiety, and expectation as it affects test performance in computerized instruction modules

Abstract

The use of computerized instruction as a valuable tool for education and training has recently gained much recognition as newfound capabilities increase and development costs decrease. The previous research suggests that modules using corrective feedback have demonstrated to be more effective in increasing test scores than modules using no feedback. However, there exists a lack of research demonstrating similar effects of feedback in test anxious populations which tend to have a specific set of expectations regarding test taking. This study compared test performance in computerized instruction modules using feedback during training to test performance lacking feedback, and also compared test taking performance of subjects with a difficult set of expectations to subjects having an easy set of expectations. The interaction of feedback condition and expectation level was also analyzed. Test anxiety was analyzed as a covariate. Eighty-eight law enforcement employees were used. A 2 (feedback condition) x 2 (expectation level) factorial design showed that there was no significant effect due to the feedback condition, expectation level, and the interaction. When comparing high test . anxious subjects with low test anxious subjects, however, a significant difference was found in test performance.

Notes

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Graduation Date

1990

Semester

Fall

Advisor

Shirkey, Edwin C

Degree

Master of Science (M.S.)

College

College of Arts and Sciences

Department

Psychology

Format

PDF

Pages

77 p.

Language

English

Length of Campus-only Access

None

Access Status

Masters Thesis (Open Access)

Identifier

DP0027271

Subjects

Arts and Sciences -- Dissertations, Academic; Dissertations, Academic -- Arts and Sciences

Accessibility Status

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