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Tay, Hui Yong
The purpose of this study was to investigate if and how formative feedback could be used by selected secondary two students in Singapore to facilitate self-regulated learning in learning English Language, Mathematics, Science and History through an instrumental case study. This study answered the research questions: 1) What were students’ perceptions of formative feedback? 2) If and how did students use formative feedback to self-regulate their learning?
The researcher adopted Zimmerman and Moylan’s (2009) cyclical model of self-regulated learning as the theoretical framework of inquiry to provide depth and a systematic approach to the study. One-to-one semi-structured interviews were conducted with the 12 student participants of the study for collection of primary data. For the purpose of triangulation, interviews were also conducted with 11 teacher participants. The researcher worked with the coding of data and construction of categories simultaneously. Eventually, he drew conclusions through identifying recurring themes and patterns that emerged from the data. The following eight themes emerged from the data, representing student participants’ perceptions:
Theme 1: Feedback is for improvement of learning.
Theme 2: Feedback has to be sought from multiple sources of feedback.
Theme 3: Feedback has to be understood before its enactment.
Theme 4: Feedback enhances assessment outcomes.
Theme 5: Feedback differs across subjects.
Theme 6: How feedback supports forethought phase processes.
Theme 7: How feedback supports performance phase processes.
Theme 8: How feedback supports self-reflection phase processes.
This study offers the following conclusions:
1. Essential conditions needed to facilitate positive perceptions of formative feedback.
2. The influence of formative feedback on self-regulated learning.
The study has added to theory and practice in the fields of formative feedback and self-regulated learning. It has further proposed some implications for practice and recommendations for further study. It has provided valuable information to guide decisions, particularly in Singapore, to transform current profession development programme for teachers, instructional practices, assessment requirements, curricular expectations and curriculum time. It has the relevance not merely for Singapore but for all schools and education systems that aim to foster their students’ self-regulated learning through the use of formative feedback.
|Appears in Collections:||Doctor in Education (Ed.D.)|
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