Formative feedback and students' academic achievement, habits of mind and skills in problem-solving and decision-making, and in self-regulation

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Author: Libutaque, Rolando Salanio

Accession Number: 1577D,1640D

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Copyright Year: 2014

Abstract:

This quasi-experimental research with pre and post evaluation designed aimed to ascertain the effect of formative feedback as homeroom strategy to improve students' academic achievement, habits of mind, problem-solving and decision-making skills, and self regulation skills. Two intact sections with 30 students were chosen randomly from three sections to compose the experimental and control groups. Prior to intervention, the two groups were comparable in terms of their academic achievement, self-regulation skills, habits of mind, and skills in problem-solving and decision-making.To gather data, for pre and post interventions data, this research made use of the research-made common academic-related problem scenarios and three validated modified rubrics in habits of mind, skills problem-solving and decision-making, and self-regulation. The frequency, percentage, mean, mean game and standard deviations were used for descriptive statistics while the t-test for independent and dependent samples, one-way analysis of variance (ANOVA), Scheffe post hoc, Pearson`s r, and multiple regression analysis were used for inferential statistics. Significance level was at .05. Results revealed that prior to intervention, both groups had satisfactory academic achievement but after intervention both improved to very satisfactory, with the formative feedback group achieving higher mean point difference. Prior to intervention, both were beginners to their habits of mind, but after intervention, students in informative feedback group became skillful while those in the conventional group had developing skills with the formative group having higher mean point difference. Both groups have emerging level of performance in problem-solving and decision-making skills before intervention; but after the intervention, the former became proficient while the latter retained the same level of skills. In the development of self-regulation skills, both groups revealed unsatisfactory skills before treatment , but after intervention, the students, but after intervention, the students from the formative feedback group became experienced while the conventional group only reached the limited level of self-regulation skills. Furthermore, significant differences existed the pre and post intervention scores of two groups in academic achievement, habits of mind, problem-solving and decision-making skills, and self-regulation skills, with the formative feedback group showing great improvement in all skills of interest. Also, significant difference existed in the two groups` mean gains in developing desirable habits of mind, problem=solving and decision-making skills, and self-regulation skills, in favor of the formative feedback group. However, in terms of academic achievement, both groups were comparable in their performance, through formative feedback achieved higher mean gains. Both groups were comparable, in terms of their achieved mean gains in academic achievement, problem-solving and decision-making skills, and self-regulation skills when they were classified according to NCE scores, self-efficacy, mental ability, type of residence and scholarship status with the informative feedback group showing higher mean gains. However, significant difference was noted in the mean gains in habits of mind of students with average and above average mental abilities among the students in the conventional group in favor of the students with average mental abilities; while comparable performance was found among those in the formative feedback group. Meanwhile, post-habits of mind scores influenced post-problem-solving and decision-making skills, and post self-regulation skills; post problem-solving and decision-making scores influenced post self-regulation skills; mental ability scores influenced NCE scores; and NCE scores influenced self-efficacy. Finally, the pre-academic achievement of scholars is found to be significant predictor of post -evaluation academic achievement and habits of mind while problem-solving and decision-making skills, self-regulation skills, and NCE scores are found to be significant predictors of their post intervention academic achievements.


Keywords: academic achievement

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