Research Question: What impact does detailed feedback on frequent quizzes have on student confidence, self-efficacy, and attitude toward mathematics?
Participants: All of the students in (most of) the classes I will be student teaching will be used. Volunteers (possibly selected students) will participate in focus groups.
Measures:
Artifacts: My comments on student quizzes
Pre- and Post-Treatment Survey: To measure confidence, self-efficacy, and attitude toward mathematics to be completed by every willing student at the beginning on my student teaching and again near the end. Questions will be answered on a Likert scale with the possibility of some open-ended questions.
Focus groups: Factors measured in the post-survey will be discussed in a group setting in order to provide deeper insights.
Analysis:
Pre- and Post-Treatment Survey data will be compared to see if there was a change in student confidence, self-efficacy, or attitude toward mathematics as a result of receiving or not receiving detailed feedback. I think giving the surveys to all (most) of my classes (even those that did not receive the treatment) will help reduce any extraneous factors that may affect student confidence, etc. over time.
Information gathered from the focus groups will be used to assess changes in student confidence, self-efficacy, and attitude toward mathematics.
I would also like to analyze my comments on student quizzes to see if the issues addressed stay the same or change over time which can help me determine if students are actually paying attention to my feedback and using it as a tool for learning.
I think this is very interesting. This might be more trouble than it is worse but you could also videotape days that you hand back work with feedback so that you can document the students' reactions or make observation notes. This could also be used to see how many students even pay attention to feedback. I don't know...just a thought. Like I said it could be more trouble than it is worth.
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