The double-blind study used two intact ninth grade high school Algebra One classes for a total sample size of 46. Within each of the classes the participants were assigned randomly to one of three treatment groups: self-referenced feedback, social-referenced feedback, and a control group. Self-referenced feedback compared the student's performance to his or her previous performances. Social-referenced feedback compared the student's performance to that of the other students in the class. The control group did not receive comparative feedback but innocuous comments such as qstudy your notes before class.qThe double-blind study used two intact ninth grade high school Algebra One classes for a total sample size of 46.
|Title||:||Effects of Evaluative Feedback on Math Self-efficacy, Grade Self-efficacy, and Math Achievement of Ninth Grade Algebra Students: A Longitudinal Approach|
|Author||:||Deborah June Burnett Thompson|