Feedback, self-regulated learning and mathematics achievement of primary school students

Research output: Other contribution

Abstract

Research has well established the effect of self-regulated learning and feedback on students' academic achievement. However, few studies examined the role played by students in the feedback and self-regulation process, and even fewer studies investigated students' perceptions on the usefulness of feedback in combination with their self-regulation practices on mathematics achievement. The study presented in this seminar is designed to fill this research gap. The presentation is based on a project funded by a General Research Grant awarded by the Hong Kong Research Grants Council (Project Number 844011). The sample comprised 4,570 primary students in primary 3 to primary 5 from 26 local schools who were followed longitudinally for two years. The presentation focusses attention on three major findings of the study: (a) The development and validation of a battery of scales to measure primary students' attitudes to academic feedback; (b) Effect of personal best goals on students' mathematics achievement; and (c) Effect of feedback and self-regulated learning on mathematics achievement for high, medium and low ability students. Implications for teaching are discussed at the presentation.
Original languageEnglish
Publication statusPublished - 2016

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primary school
mathematics
learning
student
self-regulation
grant
academic achievement
Hong Kong
ability
Teaching
school

Citation

Mok, M. M. C. (2016, April). Feedback, self-regulated learning and mathematics achievement of primary school students. Seminars conducted at Department of Psychological Studies, The Hong Kong Institute of Education, China.