Abstract
In the present study, the effects of judgmental and non-judgmental CAI on the self-esteem and mathematics achievement of remedial junior-high students were examined. Each of 44 students was given a self-esteem pretest. The subjects completed a basic mathematics facts drill and practice CAI program with varying degrees of judgmental feedback, and were posttested on the self-esteem scale. Although no statistically significant differences were found among the treatment groups, this result was more likely due to the short-term nature of the study, rather than an absence of a relationship between judgmental feedback and learner self-esteem.
Published Version
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
