The Impact of Feedback on Student Interest in Science Classrooms: An Analysis Using PISA 2015

• In Event: Sheraton Roundtable Session 9
  In Roundtable Session: High-Impact Science Teaching and Its Impact on Learning

Abstract

Feedback from teachers has been widely assumed as an important factor in the classroom interaction for improving student learning performance. However, the relationship between different types of feedback and student interest in learning science has not been examined using large data sets. This study examines this relationship based on the survey data from PISA 2015 from secondary students. The results indicated that evaluative feedback is more effective than corrective feedback for increasing student interest, and student interest may not be different if just getting the corrective feedback without detailed instructions.

Authors

• Nan Wu, Texas Tech University

• Yilan Liu, Texas Tech University