Teacher Feedback: Its Correlation with Students’ Preferences and Perceptions, and Its Impact on Learning at an International school in Thailand.

Abstract

Being up-to-date with researched-based teaching practice is essential in providing quality
education. To achieve this goal, this quantitative study investigated the effect of teacher
feedback (TF) on student learning in an international high school. It was hypothesized that
teacher feedback affects achievement. A paper-and-pen survey questionnaire adapted from
Rowe and Wood (2008) was administered to students in grades 9-12. Data was collected
through convenient sampling (N= 78). Descriptive statistics analysis revealed TF methods
were either individual verbal, individual written, group verbal or group written. Students
valued TF that specifically revealed what needed to be improved, and what the teachers’
expectations were relevant to the purpose of the assignment. They preferred TF on the errors
they made on their right and wrong answers and through sample answers posted on
Schoology. This was indicative of TF on surface learning. The preferred TF on deep learning
included discussing the subject with the teacher, guidance on how to work out the answers on
their own and participation in classroom discussion. A multiple regression was calculated to
predict CGPA based on teacher feedback. The result shows that there is a weak relationship
between TF and student achievement (R2 of .096). For those who are interested in teacher
feedback, the researcher recommends an experimental study on the feedback that leads to
self-regulation