The Effects of Targeted Academic Feedback and General Feedback on Fourth Grade Students' Achievement at a Selected Elementary School

Abstract

The purpose of this research was to investigate the effects of targeted academic feedback and general feedback on student achievement. The sample consisted of 67 students from three fourth grade English Language Arts classrooms. The classes were composted of 38 females and 29 males. Data were collected using four teacher-made tests. Each test was developed from two similar units on English grammar taught in the fourth grade. Each English Language Arts unit was divided in half and was similar in level comprehension and difficulty. During the first half of unit one, students were given targeted academic feedback during instruction. Throughout the second half of the unit one the teacher provided general feedback during instruction. A test was given after each half unit was taught. The order was reversed for the second unit. Data were then analyzed using a paired samples t-test. The results indicated a significant difference between the two types of feedback given during instruction, targeted academic feedback and general feedback t(66)=2.358, p<0.05, ES=0.3. The findings of this study suggest that targeted academic feedback during instruction was superior to general feedback during instruction.