Abstract An error checklist of substances identification and test experiment scheme was designed to evaluate students' written outcome and get students' feedback. The aim of this study was to investigate the effects of feedback on experiment scheme score and writing self-efficacy of students of different achievement levels. The 60 ninth grade students participated in this study. The experimental class received experiment scheme scores and error types but control class only scores. The results of this study were as followed: (1) low score groups of experimental class and control class scored in experiment scheme post-test significantly higher than in pre-test, low score groups of experimental class scored in post-test significantly higher than control class; (2) low score groups of experimental class and control class scored in writing self-efficacy post-test higher than in pre-test, high score group of experimental class scored in post-test significantly higher than in pre-test. Advices of instruction and research were proposed.
MAI Yu-Hua, LI Cui. Effects of Error Checklist on Ninth Grade Students' Writing Performance of Experiment Schemes[J]. Chinese Journal of Chemical Education, 2017, 38(7): 29-34.
