The Influences of Feedback and Praise on the Academic Self-Efficacy and Self-Perception Skills of Primary Elementary Aged Students in the Area of Mathematics - PowerPoint PPT Presentation

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The Influences of Feedback and Praise on the Academic Self-Efficacy and Self-Perception Skills of Primary Elementary Aged Students in the Area of Mathematics

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Title: The Influences of Feedback and Praise on the Academic Self-Efficacy and Self-Perception Skills of Primary Elementary Aged Students in the Area of Mathematics


1
The Influences of Feedback and Praise on the
Academic Self-Efficacy and Self-Perception Skills
of Primary Elementary Aged Students in the Area
of Mathematics
  • Atiya R. Smith
  • University of Baltimore
  • Fall 2007

2
Purpose
  • The purpose of this study was to
  • test, in part, Albert Banduras Social Cognitive
    Theory,
  • examine the various beliefs about academic
    efficacy and mathematic self-efficacy, and
  • determine the effects of feedback versus feedback
    plus praise in an academic setting on childrens
    perception of their own self-efficacy and
    achievement skills.

3
  • Theory used for this study

4
Albert Banduras Social Cognitive Theory
  • Banduras Social Cognitive Theory defines
    self-efficacy as an individuals beliefs about
    their own capabilities to successfully complete
    various tasks being asked of them.
  • This theory implies that ones self-efficacy
    greatly influences how much effort they put into
    a task, the choices that they make, how they feel
    about themselves, their thought patterns, their
    emotional, psychological and behavioral reactions
    before and after the task is completed, and their
    own beliefs about how long they can persevere
    when faced with a task that is challenging to
    them.

5
Albert Banduras Beliefs
  • Bandura believed that an individuals
    self-efficacy skills are one of the best
    predictors of successful academic achievement.
  • He stated that students with a high sense of
    self-efficacy are more likely to have a
    heightened sense of optimism that they can
    succeed, show greater interest in and attention
    to working towards solving problems, attempt more
    challenging tasks, show greater perseverance in
    the face of adversity, adopt more adaptive
    cognitive and emotional patterns daily throughout
    their academic careers, and display a stronger
    sense of academic performances overall (Bandura,
    1997).

6
Albert Banduras Beliefs contd
  • Bandura also stated that students whose sense of
    academic self-efficacy was raised, actually set
    higher aspirations for themselves, showed greater
    strategic flexibility in the search for
    solutions, achieved higher intellectual
    performances, and were more accurate in
    evaluating the quality of their performances than
    students of equal cognitive ability who were led
    to believe that they lacked such capabilities.
    (Bandura, 1997)

7
  • Literature Review

8
Mathematic self-efficacy and academic achievement
  • students who were classified as having low and
    average mathematical abilities, but had high
    self-efficacy, worked on unsolvable mathematical
    problems much longer than students who had low
    self-efficacy but had average and high
    mathematical abilities (Schunk, 1991 Cox 1982).
  • students who had high instances of mathematical
    accomplishments also had a higher level of
    self-efficacy in mathematics than students with
    low instances of mathematical accomplishments.
    (Matsui, Matsui, and Ohnishi, 1990)
  • students self-efficacy levels in mathematics
    also related significantly to their interest in
    mathematics, beliefs about a successful outcome
    in mathematics, and overall performance in
    mathematics. (Lent, Lopez, and Bieschke, 1993)

9
Perception and academic achievement
  • An individuals self-perception skills, relating
    to their academic competence, help to determine
    what they do with the knowledge and skills they
    that gain in school (Pajares Valiante, 1999),
    and have a significant influence over their
    motivation, choice of activities, effort given on
    tasks, persistence to complete a task, and task
    accomplishment. (Schunk Gunn, 1986).

10
Effects of Feedback
  • Feedback is considered to be significantly
    important within many theories of learning,
    performance, and instruction and is a highly
    effective tool that can significantly increase
    the academic skill level of students at any
    educational or developmental level. (Narciss,
    2004).
  • students who received feedback showed more
    motivation, self-efficacy, and skill increase
    than students who did not receive feedback.
    (Schunk, 1991)
  • The most effective function of feedback is
    one-on-one tutoring or assisting in guiding the
    learner to steer the learning process to a
    successful outcome (Hoska, 1993).

11
Effects of Praise
  • In classrooms that portrayed a positive
    encouraging climate, students reported positive
    emotions related to the academic content being
    taught, high intrinsic motivation, and
    significant perceptions of task-specific
    competencies. (Stipek and colleagues,1998)
  • praise is necessary in enhancing students
    self-esteem and should include focusing on
    improvement, effort, using sincere comments, and
    recognizing students feelings about the task
    being asked of them. (Hitz and Driscoll,1994)
  • students are more likely to participate in
    activities and engage in them willingly if the
    activities are linked to positive affects and
    results in forms of praise (Schweinle, Meyer,
    Turner, 2006).

12
Effects of Feedback and Praise together
  • Studies by Burnett (2001) and Merrett Tang
    (1994) both measured elementary school students
    preferences about teacher praise and feedback.
  • Results from both studies indicated that
  • over 90 of students preferred to be praised
    often or sometimes
  • over 80 of students preferred to be praised for
    their efforts rather than actual academic
    ability, and
  • Over half of students preferred to receive praise
    individually and without too much focus being on
    them while in the presence of other students

13
  • Now, back to the study

14
Hypothesis
  • It is hypothesized that students who receive
    feedback with praise will have higher
    self-efficacy skills in mathematical ability than
    the students who only receive feedback.

15
Participants
  • Boys (n15) and girls (n15) from a predominately
    middle-class background whose age ranged from 7
    years and 2 months to 8 years and 10 months.
  • Ethnic composition of the population sample was
    12 African American (40), 3 Asian (10), 5
    Caucasian (17), and 10 Hispanic (33).
  • Students were drawn from 4 second grade
    classrooms within a medium-sized public
    elementary school
  • Teachers were asked to identify students with
    low-average mathematical abilities (i.e.
    children who have encountered some difficulties
    in grasping addition and subtraction operations
    but were not considered to be low achievers, did
    not received remedial instruction, and were not
    receiving services from the schools special
    education team)

16
Procedure
  • Participants were randomly assigned to one of two
    tutoring groups 1. a group that was just
    given feedback (n15) or, 2. a group that
    was given feedback with praise (n15).
  • In each group, pretests were given that assessed
    students beliefs about their own mathematical
    abilities and assessed actual mathematical skill
    before treatments were provided.
  • After students were provided with praise and/or
    feedback on assignments, students were asked if
    they would like to complete a short extra credit
    assignment and could either respond yes or
    no. Responses were noted.
  • After 10 weeks, posttests were given. that were
    similar to the pretest. to see if changes had
    occurred in the students beliefs about their
    mathematical abilities and if their actual skills
    had increased.

17
Results
  • Results from a one-way ANOVA assessing students
    self-efficacy scores showed that
  • Students in the Feedback plus Praise group had
    higher self-efficacy skills in mathematical
    ability than students in the Feedback Only group.
  • Students in the Feedback plus Praise group not
    only scored higher than students in the Feedback
    Only group on the posttest and chose to complete
    the extra credit assignment at a higher rate, but
    they also scored higher than their individual
    pretest scores.

18
One-way ANOVA assessing students self-efficacy
scores
Table 1 Analysis of Variance (One-Way ANOVA)
Sum of Squares df Mean Square F Sig.
Between Groups 1241.633 1 1241.633 9.873 .004
Within Groups 3521.333 28 125.762
Total 4762.967 29
Note In order for differences to be significant,
the sig. score must fall between.05 and .001
19
Means and Standard Deviation of Self-Efficacy
Scores
Table 2 Means and Standard Deviation Scores of
Self-Efficacy Scores Using the 2- Leveled
Consequence Independent Variable
Consequence N Mean Std. Deviation Std. Error Mean
Self-Efficacy Feedback ONLY 15 21.6000 10.94662 2.82641
Self-Efficacy Praise feedback 15 34.4667 11.47585 2.96305
Table 2 shows that the mean score for the
students who were randomly assigned to the
Feedback Only group (M21.60, SD10.95) was
significantly lower than mean score for the
students who were randomly assigned to the
Feedback with Praise group (M34.46, SD11.47).

20
  • There were also differences in regards to
    students gender

21
Two-way ANOVA conducted on participants
self-efficacy scores by treatment condition and
gender
  • Results of a two-way ANOVA showed that
  • the independent variables of Treatments and
    Gender, together, both have an effect on
    self-efficacy,
  • the treatment of Feedback Only had a greater
    effect on boys than it did on girls, and
  • the treatment of Feedback with Praise had a
    greater effect on girls than it did on boys.

22
Conclusions
  • Results strengthen Banduras Social Cognitive
    Theory and support his belief that students will
    be more likely to attempt, persevere, and be
    successful at tasks at which they have a sense of
    efficacy.
  • Findings support conclusions that
  • boys prefer praise responses and concrete
    straightforward responses, while girls prefer
    encouragement responses and words that are
    personally empowering (Kelly, 2002),
  • females have higher levels of math anxiety and
    that overall differences in math performance was
    in fact due to a difference in math self-efficacy
    (Pajares Miller, 1994),
  • an effective function of feedback is one-on-one
    tutoring or assisting in guiding the learner to
    steer the learning process to a successful
    outcome (Hoska, 1993),
  • students preferred to be praised often (Burnett,
    2001),
  • that boys had significantly higher perceptions of
    self-efficacy in mathematics than girls (Junge
    Dretzke 1995), and
  • that students who received feedback showed more
    motivation, self-efficacy, and skill increase
    than students who did not receive feedback.
    (Schunk, 1991).

23
Limitations
  • Population sample
  • Lack of repeated measures
  • Considering other variables that contribute to an
    individuals self-efficacy and self-perception
    skills
  • Discrepancies amongst past researchers results
    about gender and self-efficacy
  • Assessments used
  • Availability of tutors for replications of this
    study
  • How students felt about tutor (gender, age) and
    if they were comfortable with the tutor
  • How students respond to and process feedback
  • Individual preferences in regards to praise

24
Final Statement
  • This study highlights the importance of providing
    students with praise, in addition to feedback, in
    order to increase their self-efficacy and
    self-perception skills in the area of
    mathematics. In order for students self-efficacy
    and self-perception skills to increase, a variety
    of areas need to be assessed in order to
    accurately provide students with ways to reach
    their highest potential in the classroom and
    beyond. Future studies should investigate these
    various areas thoroughly.

25
References
  • Bandura, A. (1997). Self-efficacy The exercise
    of control. New York Freeman.
  • Burnett, P.C., (2002). Teacher Praise and
    feedback and students perceptions of the
    classroom environment. Educational Psychology,
    22, 5-16.
  • Hitz, R., Driscoll, A.(1994). Give
    Encouragement. Texas Child Care, Spring 1984,
    3-11.
  • Hoska, D.M. (1993). Motivating learners through
    CBI feedback Developing a positive learner
    perspective. In J.V. Dempsey, G.C. Sales (Eds.)
    Interactive Instruction and
  • Feedback (pp. 105-132). Englewood
    Cliffs, NJ Educational Technology Publications.
  • Lent, R. W., Lopez, F. G., Bieschke, K. J.
    (1993). Predicting mathematics-related choice
    and success behaviors Test of an expanded social
    cognitive model. Journal of Vocational Behavior,
    42, 223-236.
  • Matsui, T., Matsui, K., Ohnishi, R. (1990).
    Mechanisms underlying math self-efficacy learning
    of college students. Journal of Vocational
    Behavior, 37, 225-238
  • Narciss, S. (2004). The impact of informative
    tutoring feedback and self-efficacy on motivation
    and achievement in concept learning. Experimental
    Psychology, 51, 214-228.
  • Pajares, F., Valiante, G. (1999). Grade level
    and gender differences in the writing
    self-beliefs of middle school students.
    Contemporary Educational Psychology, 24, 390-405.
  • Schweinle, A., Meyer, D.K., Turner, J.C.,
    (2006). Striking the right balance Students
    motivation and affect in elementary mathematics.
    Journal of Educational Research, 99, 271- 293.
  • Schunk, D. H. (1991). Self-efficacy and academic
    motivation. Educational Psychologist, 26,
    207-231.
  • Schunk, D. H., Gunn, T. P. (1986).
    Self-efficacy and skill development Influence of
    task strategies and attributions. Journal of
    Educational Research, 79, 238-244.

26
  • The End
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