Investigating Impact of Revise-Resubmit Feedback Strategy on Graduate Students’ Research Self-Efficacy: A Mixed-Methods Intervention Study (Poster 43)

• In Event: Thursday Poster Session 12:40 pm
  In Poster Session: Cognitive Processes, Pedagogical Strategies, and Cross-Cultural Insights in Education

Abstract

Feedback is one of the most powerful instructional tools that influence learning and achievement. However, the impact of feedback on students’ learning outcomes can vary depending on how they perceive and utilize it. This study used mixed methods experimental research design to collect, analyze, and integrate both quantitative and qualitative data to investigate the impact of revise-resubmit feedback (RRF) strategy on graduate students’ research self-efficacy (RSE). The study revealed that RRF served as an effective factor in increasing graduate students’ research self-efficacy. To establish a more robust understanding of the causal relationship, the study recommends conducting a true experimental study, where students would be randomly assigned to either resubmit their work or not, enabling the researcher to draw causal conclusions.

Authors

• Kennedy W. Awuonda, Texas Tech University

• Amani Zaier, Texas Tech University