MED 900 Correlational Studies online safety sake.pptx

Teacher feedback and students’ self-
regulated learning in mathematics: A
comparison between a high-achieving
and a low-achieving secondary schools
Group 4: Celeste, Daphne, Jia Hui, Haritika, Rui Si, Turina, Wen Hui and Yeong Sheng
A Correlational Study

Why use Correlational Research?
◦To establish that a relationship exists between variables
and to describe the nature of the relationship
◦Associative Relationship
◦No independent variables
◦Dependent Variables only

Difference between Correlational, Experimental,
and Descriptive Research
Correlational research
◦Intended to demonstrate the existence of a relationship between two variables
◦Does not determine cause-and- effect relationship
Experimental research
◦Demonstrates a cause-and-effect relationship between two variables
Descriptive Research
◦Exploratory
◦Describes characteristics and factors associated with a certain population
◦Does not determine any relationship
◦Can suggest hypothetical relationships for further study

Correlation Coefficient
A correlation coefficient measures and describes the relationship between two variables.It
describes two characteristics of a relationship:
❖ Direction
❖ Consistency or strength
◦Positive relationship: two variables change in the same direction.
◦As one variable increases ► the other variable increases.
◦Negative relationship: two variables change in opposite directions.
◦Increases in one variable ► matches with decreases in the other variable

Statistical Analysis for Correlational Studies
◦Evaluating relationships for numerical scores
◦Scores in each pair are identified as X and Y.
◦Data can be presented in a list showing the two scores for each individual.
◦Scores can be shown in a scatter plot graph.
Correlation (correlation coefficient): measures and describes the relationship between
two variables.
◦The sign (+/–) indicates the direction of the relationship.
◦The numerical value (-1.0 to 1.0) indicates the strength or consistency of the relationship.

Synopsis of Research Article
Aims of research

Research Objectives
Key areas of exploration included the following:
Compare teacher feedback, students’ SRL, and the relationship between these two factors
between high- and low-achieving schools.

Synopsis of Research Paper - Methodology

Synopsis of Research Paper
This relative importance of different types of teacher feedback for
improving students’ SRL in mathematics would differ across high-and
low-achieving schools where the school climate and culture are different.
This study aims to bridge this research gap and compare teacher
feedback, students’ SRL, and the relationship between these two factors
between high- and low-achieving schools.

Introduction
Topic, Problem, Aim Topic, problem and aim are remarkably clear and stated
appropriately.
Conventions of
Introduction
The conventions of a research paper introduction are
followed completely and adequately.

Our Analysis
● The authors provide definition of Teacher feedback in the introduction.
○ Teacher feedback, defined as information provided by the teacher regarding
aspects of students’ performance and understanding (Hattie & Timperley, 2007).
● Implication: The authors could operationally define the variables that underpin the
construct of Teacher feedback.
○ The authors adopted the 5 types of teacher feedback based on the conceptual
framework by Guo (2017).
■ E.g. verification feedback, directive feedback, scaffolding feedback, praise and
criticism
appropriately
● Are the variables directly or operationally defined?
Introduction
Teacher feedback and students’ self-regulated learning in mathematics:
A comparison between a high-achieving and a low-achieving secondary schools

Our Analysis
● The authors provide definition of self - regulated learning in the introduction.
○ ‘As a cyclical and dynamic process in which learners take control of their thoughts,
behaviours, and feelings to achieve learning goals (Schunk & Zimmerman, 2010)’
● Implication: The authors could define the variables that underpin the construct of self -
regulated learning.
○ SRL mainly involves cognitive strategies, metacognitive strategies, and motivation
for learning.
appropriately.
Introduction Teacher feedback and students’ self-regulated learning in mathematics:

Our Analysis
● The authors provide operational definition of the type of schools in terms of
achievement in the introduction.
○ High-achieving schools refer to schools that their students usually achieve higher
scores in the standardized tests.
○ Low-achieving schools refer to schools that their students usually achieve lower
scores in the standardized tests.
appropriately.

appropriately.
● Is there a statement of the problem?
High- and low-achieving schools may differ in school climate and culture, which could affect
teachers’ feedback practice and its relationships with student learning. For instance, a friendlier and
warmer school climate was found to stimulate student learning when compared to one that is
unconcerned and autocratic. ....
In light of this, it is necessary to compare the relationship between different types of teacher
feedback and students’ SRL in high- and low-achieving schools with different school culture and
climate.

Our Analysis
● The authors acknowledge that differences in school climate and culture between high
and low achieving schools are associated with differences in students’ level of self
regulated learning across these schools.
● The authors also acknowledge that differences in the types of teacher feedback
between high and low achieving schools are associated with differences in students’
level of self regulated learning across these schools.
● Yet, the authors did not make clear why and how these relationships are
concerns/problems to the various stakeholders.
appropriately.
● Is there a statement of the problem?

appropriately.
● Does the problem statement indicate the variables of
interest and the specific relations among the variables that
were investigated?
Our Analysis
● Although there were no discernable problem statement, the authors attempt to indicate the
various variables of interest in this study namely the 5 types of teacher feedback, the various
processes of SRL.
● The specific relations among the variables that were investigated were indicated in the
introduction.
○ E.g. ‘We expect that the relative importance of different types of teacher feedback for
improving students’ SRL in mathematics would differ across high-and low-achieving
schools where the school climate and culture are different.’

appropriately.
● Is the background information on the problem presented?
Research has indicated that the effects of teacher feedback on student learning depend on the
specific context such as school climate and culture and how students perceive it.
Due to the difference in school climate and culture between high- and low-achieving schools
(Makewa, Role, Role, & Yegoh, 2011), students in the two types of schools tend to have
different learning backgrounds, experiences, achievement levels, beliefs about learning,
and teacher feedback, which may cause teacher feedback to have different effects on student
learning.

appropriately.
● Are the aims clear and stated appropriately?
The current study aimed to address the following research questions to bridge this gap so as to deepen the
understanding of teachers’ feedback and students’ SRL in mathematics at high- and low-achieving schools:
1. Are there any differences in mathematics teachers’ feedback between high- and low-achieving
schools?
2. Are there any differences in students’ SRL in mathematics between high- and low-achieving schools
with different school climate and culture?
3. What are the relationships between different types of teacher feedback and students’ SRL in
mathematics at high- and low-achieving schools?

Our Analysis
● The authors’ aims could be considered as clear as they are specific in terms of focusing
only on establishing the relationship between teacher feedback and self - regulated
learning of Mathematics in high - achieving and low - achieving schools.
appropriately.
● Are the aims clear and stated appropriately?

Criteria to determine whether the conventions of introduction are followed:
1. Topic
2. Research Problem
3. Justification for research problem
4. Deficiencies in the evidence
5. Implications
6. Hypothesis & Research Questions
Conventions of
Introduction
The conventions of a research paper introduction are
followed completely and adequately.

Examples from Introduction:
● We know little at present about the relative importance of different types of teacher
feedback for cultivating high- and low-achieving school students’ SRL.
● Few empirical studies have compared teacher feedback, students’ SRL, and the relative
importance of different types of teacher feedback for students’ SRL in high- and low-
achieving schools in the context of mathematics teaching.
Conventions of
Introduction
The conventions of a research paper introduction are followed
completely and adequately.
● Deficiencies in the evidence

Examples from Introduction:
● This study contributes to the literature on teacher feedback and students’ SRL and has
practical implications for mathematics teachers in high- and low-achieving schools to
effectively improve their students’ SRL through feedback.
● The critical importance of self-regulated learning (SRL) for students’ academic success
and life-long learning is well documented in educational research (Broadbent & Poon,
2015; Dörnyei & Ushioda, 2013; Zimmerman, 2000).
Conventions of
Introduction
● Implications

Examples:
1. Are there any differences in mathematics teachers’ feedback between high- and low-achieving
schools?
2. Are there any differences in students’ SRL in mathematics between high- and low-achieving schools
with different school climate and culture?
3. What are the relationships between different types of teacher feedback and students’ SRL in
mathematics at high- and low-achieving schools?
Conventions of
Introduction
● Are specific hypothesis stated?

Examples:
1. It was expected that, in general, teachers at the high-achieving school would offer more challenging
and positive feedback, such as scaffolding feedback and praise, and less simple and negative
feedback, such as directive feedback and criticism, to their students than teachers at the low-achieving
school.
2. It was predicted that students in the high-achieving school would report higher levels of SRL than
those in the low-achieving school.
3. We expected that the relationships between teacher feedback and students’ SRL were likely to differ
Conventions of
Introduction
● Does each hypothesis state an expected relation or
difference?

1. Introduction
Excellent (3) Good (2) Poor (1)
Topic, problem and aim are remarkably
clear and stated appropriately.
The conventions of a research paper
introduction are followed completely and
adequately.
Topic problem and aim are presented and
stated clearly enough that the reader may
identify and understand them.
√
Most conventions of a research paper
introduction are followed to an adequate
degree.
√
Topic, problem and aim are
only partially present or
missing entirely.
The conventions of a
research paper introduction
are not followed to an
adequate degree.

Research Methodology
Research Design Research design is clearly articulated and entirely
appropriate for addressing the research questions.
Data Collection and
Analysis
An adequate variety and amount of data is collected to
answer the research questions and data analysis
procedures are clearly and adequately articulated to
help understand how findings are derived.

Research Design Research design is clearly articulated and entirely appropriate for addressing the
research questions.
Our Analysis
● Teacher Feedback Questionnaire developed by Guo
(2017), who is one of the author for this paper
● The questionnaire comprises five subscales:
verification feedback, directive feedback,
scaffolding feedback, teacher praise, and teacher
criticism.
● Students rate the frequency in which teachers gave
each feedback on a 6-point Likert scale (1 = never, 6
= always).

Research Design Research design is clearly articulated and entirely appropriate for addressing the
research questions.
Our Analysis
● Translated the Motivated Strategies for Learning
Questionnaire (MSLQ) developed by Pintrich et al.
(1991) to Chinese.
● Made revisions to ensure that the questionnaire
items can be easily understood by students.

Data Collection and
Analysis
An adequate variety and amount of data is collected to
answer the research questions and data analysis
procedures are clearly and adequately articulated to

Data Collection and Analysis An adequate variety and amount of data is collected to answer the research
questions and data analysis procedures are clearly and adequately articulated to
Our Analysis
Questionnaire Teacher Feedback Questionnaire developed by Guo (2017)
Voluntary Participation ● 92% of the questionnaire were valid.
● 50.9% students from high-achieving school and 49.1% from low-achieving school.
● Permission was obtained from the two schools’ principals and teachers, and informed
consent was obtained from all the participants.
Target Audience ● Random selection of students from high-achieving and low-achieving schools.
● The whole sample was educationally and socioeconomically diverse.

Our Analysis
● Uses appropriate statistical tools to analyse data (e.g.,
one-way multivariate analysis of variance (MANOVA),
Mplus 7 and SPSS 23)
● More information is required to help readers understand
how findings are derived.

Summary of our Methodology Analysis
Research design ● Motivated Strategies for Learning Questionnaire (MSLQ)
developed by Pintrich et al. (1991) to Chinese.
● Teacher Feedback Questionnaire developed by Guo (2017)
Data collection and Analysis ● Measurement tool selected is not reliable.

Research design Research design is clearly
articulated and entirely
appropriate for addressing the
research questions.
Research design, for the most
part, clearly is articulated and
appropriate for addressing the
research questions.
√
Research design is not well-
articulated and/or appears to
be poorly matched to the
research questions.
Data collection
and Analysis
An adequate variety and
amount of data is collected to
answer the research questions
and data analysis procedures
are clearly and adequately
articulated to help understand
The variety and amount of data
collected is just enough to
answer the research questions
but the data analysis procedures
are articulated but not quite
adequate to help understand
√
Data collected is not enough
to answer all the research
questions and the data analysis
procedures are introduced but
not clear enough to help
understand how findings are
derived.

Format, references and quality of writing
Format and layout of
text
Closely follows all the given requirements related to
format, and layout.
APA style in reference
list and for citations
All references are correctly cited in writing and listed
in the Reference accurately following the APA style
manual.

Format and layout of text Closely follows all the given requirements related to format, and
layout.
Format
Our Analysis
text
● Attempted to use labels to signpost to the readers on the
purpose of the writing for each section.
○ E.g. Subheadings such as Research questions and
hypotheses are included in the introduction.
● 49 references cited are arranged in alphabetical order .

APA style in reference list
and for citations
All references are correctly cited in writing and listed in the Reference
accurately following the APA style manual.
References DIGITAL LITERACY IN HIGHER EDUCATION: A CASE STUDY OF STUDENT
ENGAGEMENT WITH E-TUTORIALS USING BLENDED LEARNING
Our Analysis
APA style in
reference list and for
citations
● All references are cited in writing.
● All references were listed in the Reference based on the APA
style manual.

Format, references and quality of writing
text
Closely follows all the
given requirements
related to format, and
layout.
√
Follows some of the
requirement related to
format, and layout.
Follows poorly the
requirements related to
format, and layout.
APA style in reference
list and for citations
All references are
correctly cited in writing
and listed in the
Reference accurately
following the APA style
manual.
√
Most of the references
are correctly cited and
listed following the APA
style manual
References are correctly
cited and listed following
the APA style manual.

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