The Effect of the Normative Feedback to Reaction Time and Self-Efficacy with Intellectual Disability

Normative feedback includes information that can affect learning and the performance of skills. The purpose of the present study was to examine the effect of normative feedback on the reaction time and self-efficacy of female students with intellectual diability.
Female students with intellectual disability made the research population. Ther have been 42 students with same IQ level, for assion the sample in three groups, normative feedback, reality feedback and control. The test were placed in three times as pre-test, post-test and retention test which has prolanged in 4 weeks. The retention test was performed 48 hours after the post -test.
Findings: The research data analyzed by SPSS, results of ANOVA-repeated measure test indicated that, the Positive feedback group in comparison of reality feedback and control, Has shown a shorter reaction time, Alsow reality feedback group in comparison of control group has shown a shorter simpal reaction time. But normative feedback on the selection reaction time had no effect. The positive feedback and the reality feedback could actually increase the self-efficacy of the students.
Overall, it can be said that the normative feedback causes learning promotion and increase self-efficacy.