The Effect of Feedback Teacher-Determined Different Procedures on Error Estimation Accuracy in Non Athlete Students

Abstract

Although many studies being done for indentifying different feedback presentation procedures with positive effect on learning, but yet there are great numbers of questions regarding to the best possible procedure for presenting feedback to enhance learning remained to be considered. The aim of this study was investigate comparison different procedures in teacher-determined feedback on improve capability of error estimation accuracy in non athlete students. The present research is semi-experimental and is performed by participation in four stages as pre-test, acquisition, retention and transfer. The research design is as pre-test - post-test with 3 experimental groups. The Participants of this research consisted of 36 non-athlete students’ volunteers. Measuring apparatus is a manual dynamometer. According to the research results, no significant statistical difference between 3 teacher-determined feedback groups in terms of error estimation accuracy variable of force production in retention and transfer phases, and all these 3 manipulating result in improvement of error estimation accuracy. These researches results show that Choosing suitable methods and presenting teacher-determined feedback added with decreased frequency, in addition to led to improve error estimation accuracy and efficient learning, is also time consuming.