The Impact of Written Feedback and Letter Grades
Loading...
Links to Files
Permanent Link
Collections
Author/Creator
Author/Creator ORCID
Date
2019-07-15
Type of Work
Department
Program
Masters of Education
Citation of Original Publication
Rights
This work may be protected under Title 17 of the U.S. Copyright Law. To obtain information or permission to publish or reproduce, please contact the Goucher Special Collections & Archives at 410-337-6347 or email archives@goucher.edu.
Abstract
The purpose of this study was to determine whether written and verbal feedback provided to high school students would change their self-confidence and self-concept with regard to their academic abilities. This study used a pretest, posttest research design based on two administrations of the same survey using the same participants with the goal of detecting whether students’ perceptions changed after the implemenation of feedback. The null hypothesis stated that there would be no difference in students’ self-confidence and self-concept after the intervention period. Forty eight 11th and 12th grade students enrolled in AP Calculus participated in this study. Using a dependent samples t test analysis, the the data revealed statisically significant differences in students' perception of their self-confidence and self-concept when comapring pre-survey to post-survey responses. Despite the researcher’s findings, more research should be conducted on the impact of grades and students’ self-confidence and self-concept.