The efficacy of forward and delayed feedback in recalling Intermediate first grade students scientific information

Abstract

The current research aims to know the effectiveness of feedback: advanced and delayed in remembering
Scientific information among the first intermediate grade students in general science. Reach a volume
The sample is (134) male and female students, of whom (66) males and (68) females are in two schools, one of them
for males and the other for females were chosen randomly from among the middle and secondary schools located in
Baquba city center. They assigned these students in advance to four groups, two for males and two for
for females. They were rewarded with (previous achievement in mathematics, general science, and chronological age).
The experiment was carried out at the beginning of the second semester (2005-2006). The researcher prepared six
Achievement tests of the multiple choice type, the first was applied after the sample completed the study
The first part of the academic subject, and so on for the rest of the parts. The researcher prepared a key to correct each
A test and the answers of the first group of males and females were corrected immediately after completion.
of their answers to each test and the test papers were distributed to them and then withdrawn from them at the end
The lesson, which was called (Advanced Feedback). The answers of the second group were corrected
males and females, and it was distributed to them after a week, and it was withdrawn from them, which was named (Nutrition
delayed return). The teacher taught the subject in each school, and a remembrance test was prepared.
Scientific information for which his paragraph was chosen from among the six test paragraphs, which have the best
Ease coefficient and the highest discriminatory ability. The test was administered at the end of the two-month experiment.
The t-test showed that no group was superior to the other of the two groups of males.

and females.