Journal of Behavioral Education

, Volume 18, Issue 3, pp 245–265 | Cite as

The Differential Effects of Elaborate Feedback and Basic Feedback on Student Performance in a Modified, Personalized System of Instruction Course

  • Jared A. Chase
  • Ramona Houmanfar
Original Paper


Educators in large-enrollment courses are faced with the challenge of effectively disseminating information to their students to ensure that they learn the content provided. A related issue involves the means by which instructors evaluate student performance. Offering effective forms of performance feedback may be one technique to provide students with additional information to facilitate learning. Accordingly, the purpose of this investigation was to determine the effects of elaborate feedback and basic feedback on student performance. Two groups from an introductory psychology course participated in the current study. The Basic Feedback Group (N = 108) received basic feedback on all quizzes. The Elaborate Feedback Group (N = 102) received elaborate feedback on all quizzes. Response accuracy and learning gain were evaluated between groups. Visual analyses demonstrated the relative effectiveness of elaborate feedback on subsequent student performance. Descriptive and inferential statistical analyses revealed that elaborate feedback was beneficial in general and particularly for questions that were determined to be difficult by item analyses. Results and implications are discussed in further detail.


Elaborate feedback Basic feedback Personalized system of instruction (PSI) Large-enrollment course 



We would like to thank Donald Karr, MA, BCBA for his assistance with the statistical analyses conducted in this study.


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Copyright information

© Springer Science+Business Media, LLC 2009

Authors and Affiliations

  1. 1.Department of Psychology/296University of Nevada, RenoRenoUSA

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