The effect of feedback pattern on performance in electronic formative tests according to the level of achievement motivation for students of Faculty of Education

As a result of the rapid change in the structure of knowledge, the technological revolution and the increasing challenges, modern educational trends have tended to strike a balance between the university's educational system and those changes in various areas of life and to utilize them in the educational process appropriately; This result the use of Electronic Formative Tests supported by feedback to use them to guide the educational process towards the achievement of its objectives effectively; Therefore, the present study aimed to investigate the extent of the performance of the students of Faculty of Education on the Electronic Formative Tests according to the different type of feedback used, the level of achievement motivation and interaction between them.
The research sample consisted of (89) students from the fourth year of the Division of Childhood, Faculty of Education, Damanhour Univesity  for the academic year 2017/2018, the second semester. They were randomly divided into three groups equal in terms of their academic performance and achievement motivation; Where: The first experimental group: (30) students were applied to the electronic test supported by feedback pattern (Knowledge of Correct Response). The second experimental group: (30) were applied to the electronic test supported by feedback pattern (Explanation of the correct answer). The third experimental group: (29) were applied to the electronic test supported by the feedback pattern (providing additional information).
The results showed that there were statistically significant differences at the level (0.05) between the average scores of the second group and the first group in favor of the second group, there were also statistically significant differences at the level (0.05) between the average scores of the second group and the third in favor of the second group. And there were statistically significant differences at the level (0.05) between the average scores of the third group and the first group in favor of the third group.
There were also statistically significant differences at the level (0.01) between the average scores of students with different achievement motivation levels (high - medium - low) in academic performance in favor of high achievement motivation level. Finally, there were statistically significant differences at (0.01) in academic performance due to the interaction between variables of feedback patterns and achievement motivation levels.
In the light of this, a set of recommendations and future research was suggested.