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S ummary . A computer‐assisted instruction (CAI) system can provide detailed and immediate feedback following every student response. Two such procedures, labelled ‘active’ and ‘passive’ were designed for helping children to multiply two‐ and three‐digit numbers by one‐digit numbers. The active feedback procedure required an overt response to be given to each element in the procedure for computing the answer. The ‘passive’ procedure merely printed a feedback message. Two experiments are described which had treatment conditions of (i) no feedback, (ii) passive, and (iii) active feedback. As well as on‐line performances being recorded in detail by the computer, pre‐and post‐tests were given. Substantial gains on pre‐and post‐tests were recorded for the feedback groups, and a regression analysis showed that greatest effects were with pupils whose initial level of achievement was low. Overall differences between the two feedback groups did not reach significance. Finally, a simple model to account for multiplication performance is proposed.
Tait et al. (Fri,) studied this question.