The Reflectivity of Feedback and Its Impact on Retaining Learning Outcomes

Volume 20 , Issue 1 , January 2019 , Pages 623-648

Authors

وليد خالد عبدالكريم بابان 1

1 جامعة صالح الديـن – أربيل

DOI logo 10.17656/jzsb.10871

Keywords

Abstract

The aim of the current research is to identify the effect of the test reflection on the retention of
learning outcomes among the students of the fourth stage in the faculties of education.
The final sample was 93 students, 49 students in the experimental group and 44 students in the
control group. Before analyzing the results of the test, the two groups were statistically equal in the
previous information test. Excluding the results of students who failed in the previous year on the
results of their colleagues (non-repeaters).
The topics to be studied in the experiment were identified and their behavioral objectives were
formulated in the light of general objectives and subject content. After that, the researcher prepared
a collection test in the measurement and evaluation material, the researcher proves its psychometric
properties and applied it to the students of the two research groups at the end of the experiment,
which lasted for a full semester.
After the analysis of the data using the T-test for two independent samples, the researcher found
that there were statistically significant differences between the achievement of the students of the
two groups at the level of (0.05) for the benefit of the students of the experimental group and using
the Eta squard η2 to determine the effect of the test in raising the experimental group, There is a
strong impact of the test in raising the scores of the experimental group because of the news of their
members with the pattern of the test they received in advance.
The results showed that the effect of the independent variable, which is the students' news of the
test pattern, was that the value of the effect size was low in the follow-up test, which was conducted

three months after the first test. The pre-test knowledge of the experimental group, High in the post-
test, these grades were reversed and recorded a decline in the sequential test, unlike the control

group that was not reported by the test pattern, and retained the learning outcomes.
From these results, the researcher concluded that the prior knowledge of the test pattern is
reflected in learning and leads to an increase in grades because the students will adapt their
experience with the pattern of the test they will undergo. However, these grades will tend to
decrease later due to their lack of learning outcomes. The test pattern will prepare students to study
in a way that fits all the test patterns they are likely to encounter in the achievement test, which
means they will be more retention-oriented than if they were informed by the test pattern.
In order to complete this research, the researcher suggested conducting studies on the impact of
test-based tests on learning outcomes.

References

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  • Published at20 January 2019

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