| dc.description.abstract | Since the article of Wood et al. (1978) stated that adaptive instruction seems most effective,
compared to other instruction types, adaptive instruction has been accepted as a key element
for effective instruction. Therefore, Smit et al. (2021) have initiated an exact replication study.
Looking at the design of both studies, feedback could be present in the instructional phase.
Since feedback is considered a powerful influence on learning and performance, this could
influence the participants performance. Using the data of Smit, this study examined if
adaptive instruction is as effective as Wood found, or if the effect of instruction on the
performance of three-year-old children, can be explained by the received amount of feedback.
The instruction phase videos of 80 three-year-old children, that were randomly assigned to
four types of instruction, were observed while building a pyramid with blocks. There was no
significant effect of instruction on performance. Mediation analyses revealed a significant
effect of instruction type on amount of feedback, but no significant effect of amount of
feedback on performance. Therefore, feedback did not mediate the effect of instruction on
performance. Although this is but one study that contradicts the findings of Wood, more
empirical research is needed. | |
