Al-Asmar, Layali Nabil <br/><br/>
The effect of teacher corrective feedback on student intrinsic motivation, time on-task, and achievement 

 - Beirut  American University of Beirut. Faculty of Arts and Sciences  2008 
 - 110 pages 
<br/><br/> النوع : Mémoire 
<br/><br/> This research focused on the effect of corrective feedback on student intrinsic motivation, time on-task, and achievement levels. The study administered different types and modes of corrective feedback with Grades 5 and 6, a sample size of 93 students (47 students in the experimental group and 46 in the control group), over four weeks and examined differences (if any) between providing corrective feedback in the experimental groups and regular feedback in the control group.Intrinsic motivation levels were measured using Children's Academic Intrinsic Motivation Inventory (CAIMI), time on-task recorded using direct observation and achievement by obtaining student test grades from teachers. Data analysis yielded results which show that administration of corrective feedback produced significant differences in favor of the experimental group for performance on intrinsic motivation in Math and Science. For mean time on-task, a significant difference in favor of the experimental group was reported across subjects. No significant difference in achievement scores was found between the experimental and the control groups. 
<br/><br/><label>Subjects--Topical Terms: </label><br/>L’accomplissement des étudiants<br/>Motivation<br/>Motivation<br/>Performance professionnel<br/>Professional performance<br/>Students achievement<br/>الاداء المهني<br/>الدافعية<br/>تحصيل الطلبة