Aaron Vedder

Date of Award

5-2018

Document Type

Thesis

Degree Name

Master of Education (MEd)

Department

Graduate Education

First Advisor

Patricia C. Kornelis

Abstract

This action research study explored the impact of formative feedback on student attitudes in the classroom. Four Grade 12 college-stream English students from an independent school in southwestern Ontario participated in semi-structured interviews where they responded to questions surrounding their attitudes towards their own self-efficacy, towards the English course content, and towards English instructors. Responses reflected on experiences in English courses throughout their high school career. The results of this study suggested that formative feedback has a strong impact on student self-efficacy and their relationship with the instructor, but minimal effect on student attitudes towards English course content.

Comments

Action Research Report Submitted in Partial Fulfillment of the Requirements for the Degree of Master of Education

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