The Effect of Performance Feedback on Student Help-Seeking and Learning Strategy Use - Do Clickers Make a Difference?

Oct 15, 2026

Two studies examine how clicker performance feedback affects students’ help-seeking behavior and learning strategy use. Study 1 links clicker performance with self-efficacy, help-seeking, and academic achievement, finding higher clicker performance correlates positively with course grades, while help-seeking relates negatively to clicker and course performance only for students with high self-efficacy. Study 2 tests whether feedback changes strategies and replicates the clicker-course relationship.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages23

Reading Time58 min

AccessFree to download

Abstract

Study 1

Study 2

The Canadian Journal for the Scholarship of Teaching and Learning | Volume 1 | Issue 1 | Article 6 | | --- | --- | | 6-21-2010
The Effect of Performance Feedback on Student Help-Seeking and Learning Strategy Use: Do Clickers Make a Difference?
Debra L. Dawson
The University of Western Ontario, dldawson@uwo.ca
KenN. Meadows
The University of Western Ontario, kmeadow2@uwo.ca
Tom Haffie
The University of Western Ontario, thaffie@uwo.ca
Follow this and additional works at: [http://ir.lib.uwo.ca/cjsotl_rcacea](http://ir.lib.uwo.ca/cjsotl_rcacea)
[http://dx.doi.org/10.5206/cjsotl-rcacea.2010.1.6](http://dx.doi.org/10.5206/cjsotl-rcacea.2010.1.6) | | Recommended Citation Dawson, Debra L.; Meadows, Ken N.; and Haffie, Tom (2010) "The Effect of Performance Feedback on Student Help-Seeking and Learning Strategy Use: Do Clickers Make a Difference?," The Canadian Journal for the Scholarship of Teaching and Learning: Vol. 1: Iss. 1, Article 6. DOI: [http://dx.doi.org/10.5206/cjsotl-rcacea.2010.1.6](http://dx.doi.org/10.5206/cjsotl-rcacea.2010.1.6) Available at: [http://ir.lib.uwo.ca/cjsotl_rcacea/vol1/iss1/6](http://ir.lib.uwo.ca/cjsotl_rcacea/vol1/iss1/6) The Effect of Performance Feedback on Student Help-Seeking and Learning Strategy Use: Do Clickers Make a Difference? Abstract Two studies were performed to investigate the impact of students’ clicker performance feedback on their helpseeking behaviour and use of other learning strategies. In study 1, we investigated the relationship between students’ clicker performance, self-efficacy, help-seeking behavior, and academic achievement. We found that there was a significant positive correlation between their clicker performance and their course grades, and help-seeking behavior was negatively and significantly related to clicker and course performance but only for participants with high self-efficacy. In study 2, we expanded our focus to determine if participants modified a number of learning strategies as a result of receiving clicker performance feedback as well as attempting to replicate the clicker-course performance relationship found in study 1. Although participants reported an increase in their use of various learning strategies as a result of using the clickers, changes in learning strategy use was not significantly related to clicker or term test performance. The relationship between clicker and course performance was replicated. The results suggest that clicker-based feedback alone may not be sufficient to lead to a successful change in learning strategy use and that students may need more specific instruction on self-regulation and effective learning strategy use in order to improve their learning. Deux études ont évalué l’impact de la rétroaction sur la performance des étudiants indiquée par télévoteur sur leur comportement de recherche d’aide et sur les autres stratégies d’apprentissage utilisées. Dans la première étude, les chercheurs se sont penchés sur la relation entre la performance indiquée par télévoteur, le sentiment d’auto-efficacité, la recherche d’aide et la réussite scolaire. Nous avons trouvé une corrélation positive significative entre la performance indiquée par télévoteur et les notes de cours. De plus, nous avons égalementdécouvert un lien négatif significatif entre le comportement en matière de recherche d’aide, le télévoteur et la performance dans le cours, mais uniquement chez les participants ayant un sentiment d’auto-efficacité élevé. Dans la deuxième étude, nous avons élargi notre approche pour déterminer si les participants avaient modifié plusieurs stratégies d’apprentissage après avoir obtenu une rétroaction sur leur performance par télévoteur. Nous avons de plus tenté de répliquer la relation entre le télévoteur et la performance dans cours découvertelors de la première étude. Bien que les participants aient déclaré avoir utilisé davantage de stratégiesd’apprentissage après avoir utilisé le télévoteur,

FAQs

How does clicker performance feedback relate to students’ course grades and help-seeking?

Clicker performance shows a significant positive correlation with course grades. Help-seeking behavior has a negative and significant relation to clicker and course performance for participants with high self-efficacy.

Did students change their learning strategies after receiving clicker performance feedback?

Participants reported an increase in using various learning strategies after using clickers. However, changes in learning strategy use were not significantly related to clicker or term test performance.

Are clickers alone sufficient to improve learning strategy use?

The findings suggest clicker-based feedback alone may not be sufficient to produce successful changes in learning strategy use.

Oct 15, 2026

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