أثر مستوى تقديم التغذية الراجعة (التصحيحية والتفسيرية) داخل بيئة تعلم إلكترونية سحابية في تنمية التحصيل والكفاءة الذاتية لدى طلاب الدراسات العليا بمادة الإحصاء
The aim of this research is to examine the impact of feedback levels in a Statistic Course, presented via a cloud-electronic learning environment, on post-graduate students’ academic achievement and self-efficacy. Therefore, a quasi-experimental 1x2 factorial design is employed. This factorial design is based on a pre-application of the research tools at first. Then, an experimental treatment is done, to measure the results of the post-application of the research tools. Moreover, this experimental factorial design integrates the independent variable of feedback given via a cloud-electronic learning environment (i.e., Corrective Feedback vs. Interpretive Feedback). Then, the dependent variable of cognitive achievement is adopted to integrate self-efficacy in the Statistics course. The research includes two experimental treatments, which were assigned to two groups. The participants are 40 post-graduate students, including males and females, who are registered in the Special Diploma, Faculty of Arts, Ain Shams University. The students took an achievement test, as the main research tool, to measure their self-efficacy in the Statistics course. Statistical analyses included the t-test and Eta-squared. The results show that the Interpretive Feedback has a statistical significance at the level of ≥ 0.05, which means that their academic achievement is obviously developed. Meanwhile, the statistical significance at the level of ≥ 0.05 shows the average grades of the students’ achievement test, in the two experimental groups, before and after receiving the Corrective Interpretive Feedback, which in turn indicates that their Self- Efficacy was developed as well. (Author’s abstract)