Akademik Veri Yönetim Sistemi
HACETTEPE UNIVERSITESI EGITIM FAKULTESI DERGISI-HACETTEPE UNIVERSITY JOURNAL OF EDUCATION, ss.189-197, 2013 (SSCI)
It was investigated in this study that the effects of different feedback types on success and retention. In 20072008 academic years, 80 eighth grade students participated to study. Participants assigned to 4 groups (verbal, visual, verbal+visual, control). Subjects were asked to perform lay-up and jumping shot at the basketball lesson. Kruskal-Wallis and Mann-Whitney U Test were used. According to cognitive domain, there were no significant differences between verbal and control; visual and control group and differences between the other groups were significant (p<0.05). According to jump shoot success; there were no significant differences between visual and control; visual and verbal group, differences between the other groups were significant (p<0.05). According to lay-up success; there were no significant differences between visual and control, differences between the all other groups were significant (p<0.05). According to jump shoot retention; there were no significant differences between verbal and visual, differences between the all other groups were significant (p<0.05). According to lay-up retention; differences between the all groups were significant (p<0.05). As a result, different feedback types were effective on physical education lessons, verbal+visual groups was the most effective way.