Abstract—The objectives of the research were to study the effects of feedbacks on achievement of vocational students who learned “Circuit Analysis by Mesh Current Method.” Students received the feedback as they learned the modules on web-based. Then, to study students’ satisfaction on learning the modules. The treatment variable was four types of feedback. The sample was 68 first year students in vocational collage. They were divided into four groups. Six modules of learning, questionnaire and test were developed. The modules were commented by experts for quality. The test was trial with 20 students. The reliability was KR20 = .97. Each group received learning module on web together with one type of feedback. The data was collected and analyzed by two ways analysis of variance (Two ways ANOVA). It was found that the score of each group on post-test increased more than pretest significantly. Group 1 who received feedback as explanation before test and private displayed gain the highest score. Group 4 who received the explanation after test and public displayed received the least gain score. Feedback on difference time showed effect on their score significantly but method of display the result showed no effects significantly.
Index Terms—Feedback, web based instruction, learning modules, vocational students, circuit analysis.
Sumalee Chanchalor is with the King Mongkut’s University of Technology Thonburi, Bangkok, Thailand (e-mail: firstname.lastname@example.org).
Kanyuma Jitjumnong and Preeyapus Phooljan are with the King Mongkut’s University of Technology Thonburi, Bangkok, Thailand (e-mail: email@example.com).
Cite: Sumalee Chanchalor, Kanyuma Jitjumnong, and Preeyapus Phooljan, "The Effect of Feedbacks on Web-Based Learning Modules for Vocational Students," International Journal of Information and Education Technology vol. 9, no. 11, pp. 767-771, 2019.Copyright © 2019 by the authors. This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited (CC BY 4.0).