The Effects of Reflection and Feedback on Student Self-Efficacy and Achievement

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dc.contributor.advisorWang, Mei
dc.contributor.advisorVickery, James
dc.contributor.authorLamb, Krysten
dc.contributor.programMasters of Educationen_US
dc.date.accessioned2019-05-06T19:17:37Z
dc.date.available2019-05-06T19:17:37Z
dc.date.issued2019-05
dc.description.abstractThis 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.en_US
dc.format.extent33 pagesen_US
dc.genreaction research papersen_US
dc.identifierdoi:10.13016/m2odw3-ur3r
dc.identifier.urihttp://hdl.handle.net/11603/13662
dc.language.isoen_USen_US
dc.relationMaster of Education
dc.relation.isAvailableAtGoucher College, Baltimore, MD
dc.rightsThis 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.
dc.subjectMathematicsen_US
dc.subjectMiddle schoolen_US
dc.subjectAcademic Self-Efficacyen_US
dc.subject.lcshEducation -- Research papers (Graduate).
dc.titleThe Effects of Reflection and Feedback on Student Self-Efficacy and Achievementen_US
dc.typeTexten_US

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