Immediate versus delayed feedback effects on achievement in mathematics
This study compared two third year mathematics classes who were given immediate and delayed feedback on students' examination papers to determine which had better achievement results and which was more efficient of the two types in terms of the student scores, and how the two treatment groups d...
| Publié dans: | Education quarterly. 24, 3 (1978). |
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| Auteur principal: | |
| Format: | Article |
| Langue: | English |
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