Abstract
AbstractThis study investigated both main effects and interaction effects of the level of feedback in computer-directed instruction (CDI) and learner aptitude for mathematics over two different cognitive levels of task for mastery of mathematics. Each of 239 education undergraduates received one specific level of feedback while attempting to master tasks at one specific cognitive level. The dependent variables were (a) the number of trials required for the participant to respond correctly twice in succession and (b) time to completion. Results indicated no support for the assertion that level of feedback enabled learner performance at either level of cognition. These results held true across all ranges of learner aptitudes.
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