Date of Award
7-2022
Document Type
Action Research Project
Degree Name
Master of Arts in Education
Department
Education
First Advisor
Catherine Kelly
Department/School
Education
Abstract
"The purpose of this action research was to determine the impact of reflective feedback strategies on learning behaviors of seventh-grade social studies students. This study was conducted in an urban middle school in the Midwest region of the United States and included 37 seventh grade participants. The theoretical framework used for this study was supported by constructivist theory using a self-regulated learning model. Data was collected using reflection sheets and quiz scores collected weekly for six weeks. Students were tasked with reflecting on their academic behaviors following their quiz score and asked to create a plan of action to improve the following week. Based on this study’s findings, when students reflect on their academic behaviors and create a plan of action, students maintain their quiz scores within a margin of plus or minus five percent. Due to the findings of this study, future actions include modeling how to use the reflection sheet and reviewing plans of action prior to starting the new academic week."
Recommended Citation
Seegebarth, James. (2022). The Impact of Reflective Feedback Strategies on Learning Behaviors on Seventh-Grade Social Studies Students. Retrieved from Sophia, the St. Catherine University repository website: https://sophia.stkate.edu/maed/481