| Students in a first year introductory chemistry course in a secondary school were subjected to a series of computer-based exams to determine if timing of feedback could improve retention of content on a final exam and if motivation toward science learning had an interaction on student abilities to construct meaningful learning under each of the conditions. The computer-based tests that provided immediate feedback, delayed feedback or end of test feedback did not improve retention on a performance test given after a series of 5 exams under each of the conditions. In addition, the level of motivation also had no affect on a student's ability to construct meaningful learning under each of the conditions of feedback. The study did indicate that students that were more highly motivated did significantly perform better on the comprehensive exam than students with moderate and low level conditions of motivation. |
