When teachers provide feedback less frequently, learners tend to

When teachers provide feedback less frequently, learners tend to

• A. Show enhanced ability to self-correct errors
• B. Rely on feedback every trial
• C. Lose motivation quickly
• D. Show delayed improvement

Answer: (A)

When feedback is given less often, learners must rely on their own ability to notice errors, interpret outcomes, and try new strategies. This builds stronger self-monitoring and error-detection skills, so they become better at correcting themselves without step-by-step guidance after every attempt. Over time, this leads to more durable learning and the ability to transfer skills to new situations. If feedback were provided after every trial, learners might depend on the external cues and not develop internal self-correction. While motivation and immediate performance can vary, the key outcome of less frequent feedback is an enhanced capacity to self-correct.

When feedback is given less often, learners must rely on their own ability to notice errors, interpret outcomes, and try new strategies. This builds stronger self-monitoring and error-detection skills, so they become better at correcting themselves without step-by-step guidance after every attempt. Over time, this leads to more durable learning and the ability to transfer skills to new situations. If feedback were provided after every trial, learners might depend on the external cues and not develop internal self-correction. While motivation and immediate performance can vary, the key outcome of less frequent feedback is an enhanced capacity to self-correct.