EFFECT OF THE TEACHER’S ORAL AND WRITTEN FEEDBACK ON SELF- REGULATED LEARNING AND ACADEMIC ACHIEVEMENT IN MATH

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JABARIAN GROO MORTEZA; KHOSRAVI MASOUMEH; MOHAMMADIFAR MOHAMMAD ALI

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Paper Information

Journal: CURRICULUM PLANNING KNOWLEDGE & RESEARCH IN EDUCATIONAL SCIENCES Year:2016 | Volume:13 | Issue:22 (49) Page(s): 138-151

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Information Journal Paper

Title

EFFECT OF THE TEACHER’S ORAL AND WRITTEN FEEDBACK ON SELF- REGULATED LEARNING AND ACADEMIC ACHIEVEMENT IN MATH

Author(s)

JABARIAN GROO MORTEZA | KHOSRAVI MASOUMEH | MOHAMMADIFAR MOHAMMAD ALI | Issue Writer Certificate

Keywords

ORAL FEEDBACKQ1

WRITTEN FEEDBACKQ2

EDUCATIONAL ACHIEVEMENTQ2

STUDENTSQ2

SELF- REGULATED LEARNINGQ2

Abstract

The purpose of this research was to consider the effect of the teacher’s oral and WRITTEN FEEDBACK on SELF- REGULATED LEARNING and academic achievement in math class in the third grade STUDENTS of secondary school in 2013-2014. This quasi-experimental research was done by using pre-test and post- test with control group. Therefore three classes were selected by the cluster sampling method that randomly divided in two experimental groups and one control group. The using instruments were a SELF- REGULATED LEARNING questionnaire and a teacher-made EDUCATIONAL ACHIEVEMENT test. Also an educational package which was on the basis of eleven feedback principles was provided to perform the oral and WRITTEN FEEDBACK. The experimental groups were received the teacher oral and WRITTEN FEEDBACK for 15 sessions and the control group were thought by as usual with no feedback. The findings of the data analysis showed that there was a meaningful difference after showing feedback in the SELF- REGULATED LEARNING and EDUCATIONAL ACHIEVEMENT of the experimental group STUDENTS. Although no meaningful differences were observed between oral and WRITTEN FEEDBACK, the comparison of two means showed that the WRITTEN FEEDBACK was more effective than the ORAL FEEDBACK. Therefore, showing the effective and suitable feedback on the basis of the principles promoted the SELF- REGULATED LEARNING and EDUCATIONAL ACHIEVEMENT in math.

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APA: Copy

JABARIAN GROO, MORTEZA, KHOSRAVI, MASOUMEH, & MOHAMMADIFAR, MOHAMMAD ALI. (2016). EFFECT OF THE TEACHER’S ORAL AND WRITTEN FEEDBACK ON SELF- REGULATED LEARNING AND ACADEMIC ACHIEVEMENT IN MATH. CURRICULUM PLANNING KNOWLEDGE & RESEARCH IN EDUCATIONAL SCIENCES, 13(22 (49)), 138-151. SID. https://sid.ir/paper/127301/en

Vancouver: Copy

JABARIAN GROO MORTEZA, KHOSRAVI MASOUMEH, MOHAMMADIFAR MOHAMMAD ALI. EFFECT OF THE TEACHER’S ORAL AND WRITTEN FEEDBACK ON SELF- REGULATED LEARNING AND ACADEMIC ACHIEVEMENT IN MATH. CURRICULUM PLANNING KNOWLEDGE & RESEARCH IN EDUCATIONAL SCIENCES[Internet]. 2016;13(22 (49)):138-151. Available from: https://sid.ir/paper/127301/en

IEEE: Copy

MORTEZA JABARIAN GROO, MASOUMEH KHOSRAVI, and MOHAMMAD ALI MOHAMMADIFAR, “EFFECT OF THE TEACHER’S ORAL AND WRITTEN FEEDBACK ON SELF- REGULATED LEARNING AND ACADEMIC ACHIEVEMENT IN MATH,” CURRICULUM PLANNING KNOWLEDGE & RESEARCH IN EDUCATIONAL SCIENCES, vol. 13, no. 22 (49), pp. 138–151, 2016, [Online]. Available: https://sid.ir/paper/127301/en

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