Date of Award
Master of Education (MEd)
Patricia C. Kornelis
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.
Vedder, Aaron, "Formative Feedback and Student Attitudes: Investigating the Impact of Teacher Feedback on Student Attitudes in the Classroom" (2018). Master of Education Program Theses. 120.