Effects of solicited, formative, and summative teacher feedback on self-regulated learning of undergraduates in a Malaysian private university / Tamilselvan Ramis

Tamilselvan , Ramis (2019) Effects of solicited, formative, and summative teacher feedback on self-regulated learning of undergraduates in a Malaysian private university / Tamilselvan Ramis. Masters thesis, Universiti Malaya.

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Abstract

Developing self-regulated learners is one of the mandates of modern education. Though, a general trend of decreasing students‟ self-regulation from primary to secondary school has been recorded internationally, and university students do not report having optimal self-regulated learning. Teacher feedback is shown to be an inherent catalyst of students‟ self-regulated learning. However, the role of more tailored, targeted feedback towards specific challenges faced by students and the temporal location of feedback in facilitating students‟ self-regulated learning are still under-researched. As such, the current study aimed to examine the role of solicited teacher feedback, and formative and summative teacher feedback in facilitating students‟ self-regulated learning. A randomized pretest-posttest control group experimental design was employed in this study. A total of 157 psychology undergraduates from a Malaysian private university received either solicited, formative, and summative teacher feedback; solicited and summative only teacher feedback; unsolicited, formative, and summative teacher feedback; unsolicited and summative only teacher feedback; or no teacher feedback (control) over the course of an academic semester. The students‟ self-regulated learning was measured using the Motivated Strategies for Learning Questionnaire (MSLQ). The results revealed that participants in the solicited teacher feedback condition reported significantly greater levels of metacognitive and behavioral components of self-regulated learning as compared to participants in the unsolicited teacher feedback condition, after controlling for pre-manipulation level of self-regulated learning. However, there was no significant difference in the motivational component of self-regulated learning between students who are given solicited teacher feedback and students who are given unsolicited teacher feedback, after controlling for pre-manipulation level of self-regulated learning. There was no significant difference in self-regulated learning between students who are given formative and summative teacher feedback, and students who are given summative teacher feedback only, after controlling for pre-manipulation level of self-regulated learning. Finally, there was no significant interaction effect of type of feedback (solicited and unsolicited) and timing of feedback (formative and summative, and summative only) on students‟ self-regulated learning, after controlling for pre-manipulation level of self-regulated learning. The findings of the study attest to the importance of solicited teacher feedback in enhancing students‟ self-regulated learning and provide unique insights on the role of teacher feedback in cultivating students‟ self-regulated learning in Malaysian private university context.

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