Effects of Feedback on Learning and Motivation of Kosovar Children With Learning Difficulties in Mathematics

• In Event: International Research on Challenges in Mathematics Teaching and Learning

Abstract

The present research was designed to examine the effects of feedback conditions on learning and motivation of children identified with learning difficulties in mathematics. The performance of fifth grade children on computational math skills and related task motivation was assessed. The groups of children were randomly assigned into one of two treatment conditions: immediate corrective feedback or delayed conventional feedback. Results showed that although the children started out at the same level in computational math skills, after the intervention children in the ICF condition surpassed their peers in the DCF condition. The results provided evidence for the role of changes in task motivation and the initial math skills as powerful predictors of subsequent performance on mathematics skills.

Authors

• Linda Salihu, University of Prishtina

• Pekka Rasanen

• Mikko Aro, University of Jyväskylä

• Jeffrey A. Anderson, Indiana University