Two-way Feedback with the Use of Digital Tools in the Classroom: Effect Size
https://doi.org/10.26907/esd.18.4.08
EDN: MHAYCA
Abstract
The students' learning outcomes strongly correlate with the level of feedback in the educational process. However, the analysis of the educational practice shows that the feedback provided in the modern educational process is not perfect. The aim of this research was to identify the two-way feedback mechanism, which can be used in the classroom at the stage of consolidating the material, and to evaluate its effectiveness. The research used the following methods: literature analysis and study of teaching experience, which helped to identify the most effective way to provide feedback in the lesson; a pedagogical experiment during which the feedback mechanism was tested at the consolidation stage in the lesson; diagnostic tests with subsequent statistical processing, which made it possible to judge the effectiveness of input feedback; survey, which provided an opportunity to assess whether the feedback mechanism introduced contributed to the self-regulation of educational activities of learners. The article reveals possible ways of implementing feedback in the classroom; develops a feedback mechanism that facilitates visible learning; and identifies the effect size of feedback at the stage of consolidating the material on learning success. The practical implication of the research is that by using the mechanism developed, the teacher and learners are able to make timely adjustments to the teaching and the learning, which contributes to the quality of the educational process and the formation of a visible educational environment.
About the Author
A. Kalimullina
Kazan (Volga region) Federal University
Russian Federation
Russian Federation
Aliya Kalimullina
Kazan
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Review
For citations:
Kalimullina A. Two-way Feedback with the Use of Digital Tools in the Classroom: Effect Size. Education and Self-Development. 2023;18(4):91-105. (In Russ.) https://doi.org/10.26907/esd.18.4.08. EDN: MHAYCA
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