Global Creative Leader: Education & Learning 2023 KCI Impact Factor : 1.5
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pISSN : 2234-7534
- https://journal.kci.go.kr/gcl
KJCKorea
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The Impact of Feedback Types and Classroom Context on Feedback Outcome in University Classes
- Global Creative Leader: Education & Learning
- Abbr : GCL
- 2023, 13(4), pp.163-198
- DOI : 10.34226/gcl.2023.13.4.163
- Publisher : Research Institute for Gifted & Talented Education, Soongsil University
- Research Area : Social Science > Education
- Received : November 20, 2023
- Accepted : November 29, 2023
- Published : December 30, 2023
kim gyueun 1, Minseong Kim 1
1조선대학교
Accredited
ABSTRACT
The purpose of this study was to examine the impact of feedback types and class context (academic discipline, teacher-student relationship) on feedback outcome in university classes. Multivariate analysis of variance (MANOVA) was conducted to analyze the survey data of 430 students from three universities. The main results are as follows: First, among the types of feedback (elaborated, guiding, encouraging, interactive, and timely), elaborated feedback, encouraging feedback, and interactive feedback showed a significant effect on feedback outcomes (understanding, reflection, help-seeking, and academic motivation). Second, the teacher-student relationship positively impacted all feedback outcome variables. Third, as a result of examining the interaction effect of class context variables (academic discipline, teacher-student relationship) and feedback types on feedback outcome, differential effects of feedback types and class context were confirmed. Lastly, the teacher-student relationship moderated the effects of elaborated feedback, encouraging feedback, and timely feedback on feedback outcomes. The better the teacher-student relationship, the higher the feedback outcome was generated. By demonstrating the differential impact of feedback types and class context on feedback outcomes, the study suggests educators to consider the class context when providing student feedback.
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