The Effects of Corrective Feedback During STEM Learning Experiences With Elementary Students: A Meta-Analysis

• In Event: Poster Session 6
  In Poster Session: Curriculum and Instruction in the Science Classroom

Abstract

Corrective feedback is critical to learning from mistakes in classrooms. The focus of prior empirical work has been largely on language and literacy, and few researchers have investigated the impact of corrective feedback in real-world STEM learning environments with elementary students. Taking a meta-analytic approach, this paper reports the pooled effects of six quasi-experimental, intervention studies, comparing the performance of elementary students in no feedback versus corrective feedback conditions (n=318). Although, for substantive reasons, a random model was employed, a fixed-effect model proved most appropriate, with a moderate effect size of 0.466. The findings have implications for teaching training, curriculum design, and future research.

Author

• Maleka Donaldson Gramling, Harvard University