The effect of feedback type in the e-learning environment on students’ achievement and motivation

Abstract

This study investigated the effect of different types of feedback in an e-learning environment in enhancing students’ achievement and motivation in the Information Technology subject. The study adopted a quasi-experimental research design. The sample consisted of 97 eighth-grade students enrolled in Sarah Umm Ishaq Basic Education School in the Al Batinah North Governorate of Oman for the academic year 2021/2022. This research applied a pre-test and post-test and motivation surveys to measure the effects of three feedback types. For the data analysis, the researchers used the descriptive statistics of means and standard deviations, one-way analysis of variance (ANOVA), and one-way repeated measures ANOVA. The results of the study showed that the types of feedback had an effect on academic achievement relative to the IT curriculum for the 8th-grade students, favoring interpretive feedback. The results also indicated that students’ experiences with feedback types in the IT curriculum significantly increased their motivation and had a positive effect, particularly favoring interpretive feedback.