The Effects of Online Elaborative Feedback on Freshman Students’ Reading Comprehension

Abstract

The main objective of this study was to find out the impact of online elaborative feedback on students’ reading performance.  The study used a quasi-experimental design. The participants of the study were 50 freshman undergraduate students at Addis Ababa University (AAU). Training on doing online reading comprehension exercises with elaborative feedback was given to the experimental group for six weeks (N=25), whereas students in the control group (N= 25) were taught by using the textbook and providing the students with paper-based activities in a face-to-face interaction. The experimental group was given a training on how to use the Moodle online learning management system (LMC). Data were collected using paper-based and online reading comprehension tests. The data were then analysed using mean, independent samples t-test, paired t-test and Cohen’s d. Results of the independent samples t-test showed that the experimental group outperformed the control group. The paired samples t-test also showed that the progress the experimental group made was statistically significant. The Cohen’s d effect size test result of the paired samples t-test showed that the intervention had moderate impact on improving the students’ reading comprehension. Thus, thinking these facilitative result, higher learning institutions should allow learners to take this kind of online exam with elaborative feedback. Course designers and instructors are also encouraged to adapt teaching materials for use on the online platform.