The effect if different types of feeback on the Qatari Students' achievement

Abstract

The effect of verbal/written (A), Individual/group (B) types of feedback and their interaction (AB) on achievement was investigated. The subjects were 68 Qatari undergraduate females enrolled in the author's course on measurement and testing. They were selected and assigned randomly to the four treatments (verbal-individual, written-individual, verbal-group and written group). All the subjects' achievement was assessed before and after delivering feedback. By using a two-way analysis of co-variance, it was found that there were no significant differences among samples due to treatment (A) or (B) or to their interaction (AB).