Elementary Students’ Achievement and Participation Using Three Types of Web-based Feedback

Abstract

The purpose of the study reported in this paper was to investigate elementary students’ achievement and participation when receiving three types of web-based feedback in the context of a project involving collaborative learning. Participants were 108 elementary students in Bangkok, Thailand. Three types of feedback (weekly with scores; weekly with scores and explanations; and feedback every two weeks with scores and explanations) were provided to three clusters of students. Each cluster received one of the three types of feedback. Results revealed that the highest achievement was with students who received weekly scores and explanations. Participation levels were lowest in the group receiving weekly scores only.