The power of teacher feedback in affecting student learning and achievement: insights from students’ perspective

Yang, Lan; Chiu, Ming Ming; Yan, Zi

doi:10.1080/01443410.2021.1964855

Cited by 13 publications

(7 citation statements)

References 12 publications

(13 reference statements)

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“…On the other hand, validation by learning approach experts is essential to ensure that the contents of student worksheets are well-designed and presented to maximize student learning outcomes. In addition, seeking feedback from subject lecturers can help ensure student worksheets meet course goals and objectives [21]. Meanwhile, from student feedback, we can find their challenges in using student worksheets.…”

Section: Discussionmentioning

confidence: 99%

Development of DNA Barcoding Student Worksheet for Biology Undergraduate Students in Invertebrate Taxonomy Course

Manurung¹,

Diningrat²,

Manurung³

2023

Int J Res Rev

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DNA barcodes have revolutionized the insect taxonomy field and made the learning process of taxonomy more accessible to everyone. This study aims to create student worksheets on DNA barcoding to improve student achievement in the learning process of insect taxonomy. The research was conducted from September to December 2022 using the 4D model ((define, design, develop, and disseminate). The study involved experts in material/content and learning approach, subject lecturers, and students. The developed student worksheet product underwent validation, assessment, and response from material/content experts (95.83%), learning approach experts (95%), subject lecturers (83.33%), small group test (94.66%), and big group test (94.90%), which indicated that it was very feasible to use. Before implementation, the results of paired t-test between the control and experiment pretest results was t count = 1.76 (p = 0.08); df =31), meaning there was no significant difference between the control and experiment pretest results. However, after implementing the student worksheets that have developed, the paired t-test between the control and experiment posttest results was t count = 6.67 (p = 0.00; df = 31), meaning there was a significant difference in learning outcome between the control and experiment posttest results. Moreover, the N-gain value obtained in the experiment class was 0.9107 means "high," indicating that applying student worksheets are more effective than just using a collection of books in increasing student achievement. Keywords: Student Worksheet, DNA Barcoding, Insect, Research & Development (R&D)

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Section: Discussionmentioning

confidence: 99%

Development of DNA Barcoding Student Worksheet for Biology Undergraduate Students in Invertebrate Taxonomy Course

Manurung¹,

Diningrat²,

Manurung³

2023

Int J Res Rev

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“…The results identified a desirable pattern: students using self-assessment mind maps had larger positive changes on self-efficacy in creativity (with statistical significance) and academic performance. Note that many factors have the potential to enhance the intervention effect, such as teacher assessment literacy ( Wu et al, 2021a ), teacher feedback ( Yang et al, 2021 ), and school support ( Yan, 2021 ). Since this intervention was intentionally designed with a minimum requirement of teacher workload, those factors have not been manipulated in this study.…”

Section: Discussionmentioning

confidence: 99%

Enhancing Students’ Self-Efficacy in Creativity and Learning Performance in the Context of English Learning: The Use of Self-Assessment Mind Maps

et al. 2022

Self Cite

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Creativity is an important 21st Century skill that enhances students’ ability to see new opportunities, confront new challenges, and adapt flexibly to the changing study, work and life situations. To nurture students with strong self-efficacy in creative thinking is as important as the contexts and strategies involved in its application. But how to develop sustainable interventions (without generating excessive workload for teachers) to promote students’ self-efficacy in creativity is a long-lasting challenge. This study presents a simple and relatively cost-effective instructional intervention, i.e., self-assessment mind maps, and examines its effect on students’ self-efficacy in creativity, self-efficacy in learning English, and academic performance in English language tests. A pretest-posttest non-equivalent design was adopted for the experimental and control groups of students in a Hong Kong primary school in 2021/22 Spring semester. The results show that students from the experimental group significantly outperformed those from the control group on self-efficacy in creativity after the intervention. However, the intervention did not improve students’ self-efficacy and test performance in English learning. The findings demonstrate the potential of self-assessment mind maps as an effective and sustainable instruction intervention to promote students’ higher-order abilities. This study sheds light on designing sustainable instructional strategies for empowerment in creativity.

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“…The objectives of the lessons can be modified to some extent without changing the essential learning outcome to fit the characteristics of various learner groups and meet their needs (Stanford University, Accessed 2023). For example, the utilization of cues (Professional Learning Board, 2023), reinforcements (Costa, 2023); feedback (Yang et al, 2021); correlatives (Pappas, 2015), as well as participation (Reeson, 2009), or the degree of overt and covert engagement of students in the learning activity, all reflect in the quality of instructions provided by the teacher which falls under the teacher-related factors. Cues, verbal or non-verbal, can help students understand what's asked of them and what to do next.…”

Section: Figure 1 Theoreticalconceptual Frameworkmentioning

confidence: 99%

“…(Classroom Management Techniques: Using Cues, 2023) Reinforcements, such as praise or rewards, can encourage students to continue learning and performing well. (Costa, 2023) Effective use of positive and constructive feedback helps students improve their academic achievement by understanding their strengths and weaknesses (Yang et al, 2021;Stenger, 2014) Correlatives, linking new information to prior knowledge, can help students better understand and retain new concepts (Pappas, 2015). Students actively participating in the learning process are more likely to retain information and apply it to new situations (Reeson, 2009).…”

Section: Figure 1 Theoreticalconceptual Frameworkmentioning

confidence: 99%

Predictive Analysis on Students’ Academic Performance in Mathematics

Silangan,

Mocsir,

Regner

et al. 2023

GJES

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This research aimed to determine the predictors of academic performance in mathematics of Grade 10 students using descriptive correlational design. The respondents were 435 Grade 10 students from the three identified public high schools in Lapu-Lapu City and Liloan, Cebu, Philippines. A survey questionnaire was used to describe student-related factors, teacher-related factors, and environment-related factors while the First Quarter Grades were used to measure students’ academic performance in mathematics. Data gathered were treated statistically using frequency count, percentage, weighted mean, and multiple regression. The results showed that most of the respondents were 14 to 15 years old and were female; most of the parents were high school graduates and had a combined family monthly income of 10,000 pesos and below. The respondents had satisfactory performance. Also, teaching skills and instructional materials used by the teacher are significant predictors of academic performance in mathematics. However, the students’ interest, study habits, teacher’s personality, school environment and home environment of the students were not significant predictors of the mathematics performance of the students. It was concluded that the teacher-related factors as to teaching skills and instructional materials used can predict the academic performance of the students. The researchers recommended that the proposed intervention plan could be utilized and monitored.

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The power of teacher feedback in affecting student learning and achievement: insights from students’ perspective

Cited by 13 publications

References 12 publications

Development of DNA Barcoding Student Worksheet for Biology Undergraduate Students in Invertebrate Taxonomy Course

Development of DNA Barcoding Student Worksheet for Biology Undergraduate Students in Invertebrate Taxonomy Course

Enhancing Students’ Self-Efficacy in Creativity and Learning Performance in the Context of English Learning: The Use of Self-Assessment Mind Maps

Predictive Analysis on Students’ Academic Performance in Mathematics

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