Date of Award
Spring 5-1-1993
Document Type
Dissertation
Degree Name
Doctor of Philosophy (PhD)
Department
Curriculum, Instruction, and Media Technology
First Advisor
Jerry Summers
Second Advisor
Robert E. Williams
Third Advisor
Dan Horton Jr.
Abstract
This study investigated the effect of corrective feedback loops upon achievement and attitudes of teacher education students who completed an interactive videodisc program on mastery learning. The purpose of the investigation was to determine if corrective feedback and required mastery of sequential instructional units would improve achievement and attitudes of learners. iii A posttest-only control-group design with randomization was used in this study. Subjects were recruited from classes in the departments of Elementary Education, Special Education, and Curriculum, Instruction, and Media Technology at Indiana State University during the Spring semester, 1993. Results indicated that corrective feedback and required mastery of sequential instructional units did not significantly effect achievement or attitudes of teacher education students who completed an interactive videodisc program on mastery learning. The conclusion of this study was that the utilization of corrective feedback loops for interactive videodisc instruction awaits verification as an effective instructional design strategy. A primary recommendation for further research was a replication of this investigation using non-volunteer subjects.
Recommended Citation
Jiau, Jenq-I, "The Effect of Corrective Feedback Loops Upon Achievement and Attitudes of Teacher Education Students Who Completed an Interactive Videodisc Program on Mastery Learning" (1993). All-Inclusive List of Electronic Theses and Dissertations. 3438.
https://scholars.indianastate.edu/etds/3438
Included in
Curriculum and Instruction Commons, Educational Assessment, Evaluation, and Research Commons, Educational Psychology Commons, Instructional Media Design Commons