Feedback as a poor performance remediation

Please use this identifier to cite or link to this item: http://ir.library.ui.edu.ng/handle/123456789/2891

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DC Field	Value	Language
dc.contributor.author	Onuka, A. O. U.	-
dc.contributor.author	Oludipe, B. P.	-
dc.date.accessioned	2018-10-17T11:14:16Z	-
dc.date.available	2018-10-17T11:14:16Z	-
dc.date.issued	2004-03	-
dc.identifier.issn	1596-0773	-
dc.identifier.other	Education for Today 4(1), pp. 43-47	-
dc.identifier.other	ui_art_onuka_feedback_2004_03	-
dc.identifier.uri	http://ir.library.ui.edu.ng/handle/123456789/2891	-
dc.description.abstract	The study determined the potency of feedback on remediation of students' poor performance. The design adopted in this study is the pre-test-post-test quasi-experimental control group design. Subjects were 82 fifth year (SS11) students from two secondary schools in Okene, Kogi state. Subjects in the experimental group recieved feedback. The research findings indicated that subjects in the experimental group performed significantly better than the control group in both mathematics and economics. The control group had marginal improvement. It was concluded that, provision of feedback leads to both remediation and improvement.	en_US
dc.language.iso	en	en_US
dc.title	Feedback as a poor performance remediation	en_US
dc.type	Article	en_US
Appears in Collections:	Scholarly works

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