Providing relevant and useful feedback to students is an imperative part of teaching. What makes feedback relevant and useful is a hotly debated topic in education; this action research study attempted to shed some light on the issue. This research study was conducted to investigate the effects of different types of teacher feedback on laboratory conclusions generated in students' science notebooks. Students in two seventh grade life science classes participated in this study, with one class receiving written feedback on their conclusions while the other received verbal feedback in the form of mp3 files emailed to their school email addresses. Statistical analysis demonstrated that one type of feedback was not more effective than the other. Students were also surveyed to uncover their perceptions regarding the type of feedback they received.
|Commitee:||Henriques, Laura, Straits, William|
|School:||California State University, Long Beach|
|School Location:||United States -- California|
|Source:||MAI 51/05M(E), Masters Abstracts International|
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