Dissertations and Theses @ UNI


Open Access Thesis


Kindergarten -- Methods and manuals; Students -- Self-rating of; Feedback (Psychology);


There has been little research which specifically explores the effects of visually charted feedback techniques with kindergarten aged students working independently in a classroom setting. Consequently, the role of feedback, an externally observable event, is not well understood. Using a learning centers approach in which kindergartners worked daily at an independent task, the present study investigated the relationship between two feedback conditions (a) teacher-charting of student progress and (b) student self-charting of progress and the measures of student achievement, productivity, and participation. Subjects were twenty white, middle-class students who were enrolled in a kindergarten in a mid-western school district. A self-instructional auditory discrimination program was used as the independent task for the three weeks preceding and the three weeks following a break for Christmas vacation. Students were pre-tested and post-tested using a criterion-referenced measure of student achievement. In addition, both student productivity as measured by the accuracy of responses and student participation as measured by the number of lessons completed were also examined. Data were analyzed to determine what effect teacher-charting and student-charting of progress had upon student achievement, productivity, and participation. Upon examination of pre-test data, ten subjects were eliminated from all analyses due to scores at or near the ceiling on the achievement measure, leaving five subjects in each group. The results of the analysis of the gains in achievement indicated that student self-charting of progress was superior to teacher-charting of progress. Examination of both the productivity and participation data indicated no significant differences between groups on either measure.

Year of Submission


Degree Name

Specialist in Education


Department of Educational Psychology and Foundations

First Advisor

Donald W. Schmits

Second Advisor

Mary Nan Aldridge

Third Advisor

Wayne A. King


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