The Effects of Reflection and Feedback on Student Self-Efficacy and Achievement
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2019-05
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Masters of Education
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Abstract
This study was designed to determine whether written feedback and self-reflection impacted a student’s perception of his or her efficacy in mathematics and whether there exists a relationship between self-efficacy and mathematics achievement. In the treatment group, students were assigned homework to reflect on feedback written on exit tickets from the previous class period; students were given pretests and post tests in class to quantify their self-efficacy and mathematics understanding. The results of the study indicate that there was no significant change in students’ perception of efficacy as a result of reflection on their own work. Moreover, there was no significant correlation between students’ self-efficacy and mathematics achievement.