The purposes of this study were:(1)to examine the effects of four types of feedback, including cooperative learning, effort-score feedback, normative feedback, and the combination of cooperative learning and effort-score feedback, on students’ motivation, learning strategies, math achieve-ment, and responses toward feedback. (2)to examine the interaction effects between math ability levels and types of feedback on students’ motivation, learning strategies, math achievement, and responses toward feedback. A 3(high, middle, and low level of math ability)x4(types of feedback)x2(stages) factorial design was adopted. Three hundred and thirty-six junior high students in intact classes were selected and randomly assigned to four feedback conditions. The dependent variables including goal-orientation, learning strategies, self-efficacy, attribution, self-setting goal, and math achievement were assessed. Three-way ANOVA was employed to analyze the data. The results idicated:(1)that the interaction effects between ability levels and types of feedback were limited, only significant on goal-orientation. (2) that the effects of coopera-tive learning were salient on classroom climate and math achievement. and (3) that low-ability students in each feedback group consistently showed learned helplessness pattern. The educational implications and interventions were also discussed.