اثربخشی بازخورد نوشتاری و شفاهی معلم بر یادگیری خودتنظیمی و پیشرفت تحصیلی در درس ریاضی
محورهای موضوعی : پژوهش در برنامه ریزی درسیمرتضی جباریان گرو 1 , معصومه خسروی 2 , محمد علی محمدیفر 3
1 - 1دانشجوی کارشناسی ارشد، روانشناسی تربیتی، دانشگاه سمنان، ایران، سمنان
2 - استادیار روانشناسی، گروه روانشناسی و علوم تربیتی، دانشگاه سمنان. ایران، سمنان
3 - استادیار روانشناسی، گروه روانشناسی و علوم تربیتی، دانشگاه سمنان. ایران، سمنان
کلید واژه: پیشرفت تحصیلی, بازخورد شفاهی, دانش‌آموزان, یادگیری خودتنظیمی, بازخورد نوشتاری,
چکیده مقاله :
هدف این پژوهش بررسی اثربخشی بازخورد نوشتاری و شفاهی معلم بر یادگیری خودتنظیمی و پیشرفت تحصیلی در درس ریاضی دانش‌آموزان مقطع سوم راهنمایی سال تحصیلی 92-93 بود. طرح پژوهش از نوع شبهه آزمایشی و با استفاده از پیش‌آزمون و پس آزمون با گروه کنترل انجام گرفت. بدین منظور سه کلاس از دانش‌آموز پایه سوم راهنمایی با روش نمونه‌گیری خوشه‌ای انتخاب شدند و به صورت تصادفی در دو گروه آزمایشی و یک گروه گواه قرار گرفتند. ابزارهای مورد استفاده عبارت بودند از: پرسشنامه یادگیری خودتنظیمی و آزمون پیشرفت تحصیلی معلم ساخته. همچنین یک پکیج آموزشی بر مبنای 11 اصل بازخورد جهت اجرای بازخورد نوشتاری و شفاهی تهیه گردید. گروه‌های آزمایشی به مدت 15 جلسه بازخورد نوشتاری و شفاهی معلم را دریافت کردند ولی گروه گواه به روش سنتی آموزشی بدون بازخورد به کار خود ادامه داد. نتایج تحلیل داده‌ها نشان داد که بعد از ارائه بازخورد در خودتنظیمی و پیشرفت تحصیلی دانش‌آموزان گروه‌های آزمایشی در مقایسه با گروه گواه، تفاوت معناداری ایجاد شد. اگرچه تفاوت معناداری بین بازخورد کتبی و شفاهی مشاهده نشد، اما مقایسه میانگین‌ها نشان داد که بازخورد کتبی از بازخورد شفاهی مؤثرتر بود. بنابراین، ارائه بازخورد مؤثر و مناسب بر اساس اصول مدنظر موجب ارتقای یادگیری خودتنظیمی و پیشرفت تحصیلی در درس ریاضی می‌شود.
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.
Adcroft, A. (2011). The mythology of feedback. Higher Education Research & Development, 30(4), 405–419.
Ao Man- Chih, (2006). The effect of the use of self-regulation learning strategies on college student's performance and satisfaction in physical education. A thesis submitted in partial fulfillment of the requirements of degree doctor of education. Australian Catholic University.
Arefi, M. (2008). Comparing Regulation of gifted students and normal and predicted roles Dimensions of Autonomy for academic performance. Knowledge and Research in Education, 17, 75-98. (Persian)
Azimi, M. Piri, M., and Zavar, T. (2013). Relationship of academic burnout and self-regulated learning with academic performance of high school students. Research in curriculum planning, 10(11), 116-128. (Persian)
Bembenutty, H. (2010). Self-regulation of learning and Academic delay of gratification: gender and ethnic Difference among college students. Advanced Academics, 8(4), 586-616.
Bitchener, J. (2008). Evidence in support of corrective feedback. Second language writing, 17(2), 102-118.
Brookhart, S. M. (2008). How to give effective feedback to your students. Alexandria, VA: Association for Supervision and Curriculum Development. Available in: http://www.tahasoni.com/tesol/download/books/
Butler, D. L., & Winne, P. H. (1995). Feedback and Self-Regulated Learning: A Theoretical Synthesis. Review of Educational Research, 65(3), 245-274.
Charlotte, D., Gerhard, B. Hans, P.L. (2008). How can primary school students learn self-regulation learning strategies most effectively? A meta-analysis on self-regulation training programmer. Educational research review, 3(2), 101-129.
Epstein & Brosvic (2004). Immediate feedback assessment Technique: multiplechoice test that behaves like an essay examination. Psychological reports, 90(1), 226.
Foladchang, M. (2005). The effect of metacognitive instruction on the mathematics achievement. Educational Innovations, 14, pp. 162-149. (Persian)
Garcia, D. T., & McKeachie, J. W. (2005). The making of the motivated strategies for learning questionnaire. Educational psychologist, 40(2), 117–128.
Hallahan, B. & Hoffman, J. (2008). Learning disorder. Alizadeh, H. (2011). Tehran: Aras baran Publications. (Persian)
Hattie, J. & Timperley, H. (2007). The power of feedback. Review of Education Research, 77(1), 81–112. DOI: 10.3102/003465430298487
Hasani, M. (2012). Guide to implementing classroom descriptive qualitative valuation. Office of Elementary Education: Tarbiat Publications. (Persian)
Kareshki, H. (2007). Role of Motivational patterns and environment perceptions in self-regulated learning in third grade high school students in Tehran. Educational Psychology doctorate dissertation. Tehran University. (Persian)
Khoshkholgh, E. (2011). Principles and Practical Guide to Preparing and providing descriptive feedback in the classroom. Tehran: Javane Emroz publishing. (Persian)
Khoshkholgh, E. & Eslamiyeh, M. (2006). Drafting and design model for providing qualitative feedback on the evaluation of academic achievement, Educational Innovations, 18, 54-78. (Persian)
Kluger, A. N., & DeNisi, A. (1996). The effects of feedback interventions on performance: A historical review, a meta-analysis, and a preliminary feedback intervention theory. Psychological Bulletin, 119(2), 254–284.
Latifian & Khoshbakht, (2012) .Survey power of prediction quality of teaching of teachers and classroom atmosphere for learning math mediated self-regulation strategies and motivational beliefs of Fifth grade elementary students, Educational Sciences of Ahvaz University, 2 (6), 107-126. (Persian)
Malik, B.A. K, (2010). Impact of Feedback on Adult Learner Motivation. Presented for the Degree of Master of Education. The University of Texas at Austin. Available in http://repositories.lib.utexas.edu/handle/2152/ETD
Mardali, L. & Koshki, SH. (2008). The relationship between self-regulation and academic achievement, Thought and Behavior in Clinical Psychology, 2(7), 69-78. (Persian)
Miller, J, W. (2000).Exploring the source of self-regulated learning: The influence of internal & external comparisons. Educational psychology. 2,154-273.
Mitrovica, A. Ohlssonb, S. & Barrowa, K. D. (2013). The effect of positive feedback in a constraint-based intelligent tutoring system. Computers & Education, 60 (1), 264–272.
Moghtaderi, L. & Khanjani, Z. (2013). The effectiveness of training cognitive/meta-cognition strategy on self-efficacy and ability of mathematical problem-solving for students with dyscalculia. Jokull Journal, 2013, 173-195.
Molloy, E. K. & Boud, D. (2014). Feedback models for learning, teaching and performance. Handbook of Research on Educational Communications and Technology, Section IV, DOI: 10.1007/978-1-4614-3185-5_33, Springer New York publisher, 413-424.
Mueller, C. M., & Dweck, C. S. (1998). Praise for intelligence can undermine children`s motivation and perfomancr. Personality and social psychology, 75(1), 33-52.
Nicol, D., Thomson, A., & Breslin. C. (2014). Rethinking feedback practices in higher education: a peer review perspective. Assessment & Evaluation in Higher Education, 39( 1), 102-122.
Nicol, D. J. & Macfarlane-Dick, D. (2006). Formative assessment and self-regulated learning: a model and seven principles of good feedback practice. Studies in Higher Education. 31(2), 199-218.
Pekrun, R., Cusack, A., Murayama, K., Elliot, J. A., & Thomas, K. (2014). The power of anticipated feedback: Effects on students’ achievement goals and achievement emotions. Learning and Instruction, 29 (2014), 115-124.
Pinto. F. & Santos, L. (2008). Definition of assessment criteria / Self-assessment, ICME 11. International Congress on Mathematical Education. Monterrey, Mexico. Available on: http://tsg.icme11.org/document/get/687
Pintrich, P. R. (1999). The role of motivation in promoting and sustaining self-regulated learning. International Educational Research, 31,459-470.
Pintrich, P. R. & Schunk, D. H. (2007). Motivation in education: theory, research, and application. Shahraray, M. (2010). Tehran: Elm press (Persian)
Piri, E., Brumand, N. M., Seraj, KH. N. (2011). Studying the Teaching-learning Feedbacks, in the Modern Educational Approaches. First education national symposium in Iran 1404. (persian)
Saeed, R., Lodhi, R. N., Sadiq, Sh., Hashmi, A., Sami, A., Dustgeer, F., Mahmood, Z., and Ahmad, M. (2013). The Effect of professed teacher feedback on the relation of intrinsic motivation regarding university students’ academic performance. World Applied Sciences, 26 (10), 1385-1390. DOI: 10.5829/idosi.wasj.2013.26.10.1349
Saif, A. (2010). Modern educational psychology. Tehran: Doran press (Persian)
Saif, D. & Latifian, M. (2004). Investigate the relationship between motivational beliefs and self-regulatory strategies students in mathematics. Journal of Psychology, 8 (4), 404-420. (Persian)
Samadee, M. (2009). The effect of teachers' written feedback on the self-efficacy and math problem solving ability of the Guidence students. New Thoughts on Education, 4 (4), 137-153. (Persian)
Scharf, E. M. & Baldwin, L. P. (2007). Assessing multiple choice question (MCQ) tests – A mathematical perspective. Active learning in higher education, 8, 31-47.
Schartel, SA. (2012). Giving feedback - an integral part of education. Best Pract Res Clin Anaesthesiol, 26(1), 77-87. DOI: 10.1016/j.bpa.2012.02.003.
Schunk, D. H. & Zimmerman, B. J. (1997). Social origins of self-regulatory competence. Educational Psychologists, 32, 4,195-201.
SepehiNia, S. (2011). Influence of age and language level on the learners and teachers Iranian language attitudes towards oral feedback from the teacher and classmates. Master's thesis. Tehran University. Department of Foreign Languages and Literature. (Persian)
Shirdel, Kh,. Mirzaeian, B., and Hassanzadeh, R. (2013). Relationship between self-regulated learning strategies and achievement motivation of high school students. Research in curriculum planning, 10(9), 99-112. (Persian)
Shute, V. J. (2008). Focus on formative feedback. Review of Educational Research, 78(1), 153-189.
Voerman, L., Meijer, C. P., Korthagen, A. J. F., & Simons, J. R. (2012). Types and frequencies of feedback interventions in classroom interaction in secondary education. Teaching and Teacher Education. 28(8), 1107–1115.
Yang, M., Badger, R., & Yu, Z. (2006). A comparative study of peer and teacher feedback in a Chinese EFL writing class. Second Language Writing, 15, 179-200. DOI:10.1016/j.jslw.2006.09.004
Yousefvand, M. Sarami, GH. Kadivar, P. & Eshrati, A. (2014). The impact of teacher feedback (written and verbal) in the formative evaluation on the efficacy and use of self-regulated learning strategies for middle school students. New Thoughts on Education, 1(10), 49-72. (Persian)
Zahourik, J. A. (1987). International encyclopedia of teaching and teacher education.416-423, Oxford: pergamon press.
Zolfagharian, A. (2013). The effectiveness of written feedback of teacher on Self-efficacy and achievement motivation of students in English language teaching. Master's thesis. Semnan University. (Persian)