TEACHER FEEDBACK: STUDENTS’ PERCEPTIONS AND PREFERENCES AND THEIR RELATIONSHIP TO ACADEMIC PERFORMANCE ON LEARNING AT AN INTERNATIONAL SCHOOL IN THAILAND.
Being up-to-date with researched-based teaching practice is essential to providing
quality education. To achieve this goal, this quantitative study investigated the
relationship between teacher feedback and academic performance in an international
school. A paper-and-pencil survey questionnaire adapted from Rowe and Wood
(2008) was administered among grades 9-12 students. Data was collected through
purposive sampling (N= 78). Descriptive statistics analysis revealed teacher feedback
methods were grades and comments either individual verbal, individual written, group
verbal or group written. Students valued teacher feedback that specifically tells what
needs to be improved, what the teachers’ expectations are and is relevant to the
purpose of the assignment.
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