Abstract
The “feedback sandwich” method involves placing corrective feedback between two positive statements. Although it has been argued that this method is an effective means of delivering feedback to students because it seemingly makes constructive feedback more pleasant (e.g., Dohrenwent, 2002), there exists limited empirical research to support this claim. Receiving feedback from instructors has implications for a host of perceptual and behavioral variables for students. The limited body of empirical research on the feedback sandwich method provides evidence that while this method is associated with perceived usefulness and effectiveness (e.g., Davies & Jacobs, 1985), its use may not influence subsequent performance (Prochazaka et al., 2020). This study examines the effects of feedback sequencing on motivation using an experimental design in a sample. Results indicate the feedback sandwich method had no effect on self-reported motivation levels. Results are discussed with regard to their applied and theoretical implications.
Author Information
Emily A. Dolan, Slippery Rock University, United States
Brittany L. Fleming, Slippery Rock University, United States
David P. Keppel, Slippery Rock University, United States
Jessica M. Covert, Singapore Institute of Management, Singapore
Paper Information
Conference: IICE2022
Stream: Mind
This paper is part of the IICE2022 Conference Proceedings (View)
Full Paper
View / Download the full paper in a new tab/window
To cite this article:
Dolan E., Fleming B., Keppel D., & Covert J. (2022) Sandwich With a Side of Motivation: An Investigation of the Effects of the Feedback Sandwich Method on Motivation ISSN: 2189-1036 – The IAFOR International Conference on Education – Hawaii 2022 Official Conference Proceedings https://doi.org/10.22492/issn.2189-1036.2022.28
To link to this article: https://doi.org/10.22492/issn.2189-1036.2022.28
Comments
Powered by WP LinkPress