How does Teacher Feedback Affect Students' Mathematics Performance?

: Hoe Beïnvloedt Feedback van de Docent de Prestaties van Leerlingen in Wiskunde?

Abstract

PISA research over the past two decades shows a significant decline in Dutch students' mathematics performance. Studies suggest that teacher feedback can boost students' self-efficacy and improve their mathematics performance, especially when it is constructive, immediate, and provided in low-stakes settings. Using a quasi-experimental design, this study examines whether teacher feedback significantly affects first-year VMBO students' mathematics performance and self-efficacy. Seven classes of 12-14-year-old students participated in the study, with groups assigned to either the control (n = 31) or intervention (n = 45) group. First, a pretest measured students' self-efficacy. Teachers then received feedback training, focusing on delivering immediate, constructive feedback. The control group prepared for a summative test using traditional methods, while the intervention group participated in a Kahoot with teacher feedback. After the intervention, self-efficacy was measured again during a post-test, and all students took a summative test. Data analysis included only those who fully participated. The study used the Baron and Kenny Causal Steps method for hypothesis testing. Results showed a significant negative effect of teacher feedback on mathematics performance (β = -.21, p = .070), which may be attributed to the single feedback moment used as the intervention. There was no significant impact on self-efficacy (β = .10, p = .375). However, self-efficacy significantly influenced students' mathematics performance (β = .36, p = .002), indicating students with higher self-efficacy perform better in mathematics assessments. This study highlights the need for further research to refine teacher feedback methods to enhance both students' mathematics performance and self-efficacy.

Date of Award	12 Aug 2024
Original language	English
Awarding Institution	Faculty of Educational Sciences
Supervisor	François Molin (Supervisor)