A factorial experiment in teachers' written feedback on student homework: Changing teacher behavior a little rather than a lot.

In a field study that replicated previous research by the authors (1981), 18 Venezuelan elementary school teachers were trained to provide constructive written feedback on the mathematics homework of their 6th-grade students (N?=?504) 3 times weekly for 10 wks. In addition to learning and attitude outcomes, aptitude?×?treatment interactions (ATIs) were examined among treatments and student ability, attitude, and sex. Results show significant main effects favoring students whose teachers provided feedback on mathematics achievement and attitude toward mathematics. No ATIs were found, indicating that the training had positive effects on student learning regardless of ability levels. The treatment was associated with reduced sex differences favoring males over the course of the study. Implications for implementing similar classroom intervention programs are discussed. (28 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)