Sample Concept Paper for Masters Degree
1.1 Background of the study
A study conducted by Hattie (2002) revealed that thirty percent of the variance in performance of students could be accounted for by what the teacher knows, does and cares about. He identified influences on the learner in terms of magnitude and concluded that the teachers’ feedback has the greatest influence on academic performance as compared to other factors. Teachers, in the education world, are considered as significant other in the life of their students and so, whatever their actions just like a parent toward the child, they are taken seriously and consequently have a very big impact in the student’s creation of self-fulfilling prophecies which contribute greatly to their academic self-esteem. Teachers communicate to learners about their own perceptions, beliefs, potentials and ability of the learner through feedback. Teacher’s feedback is considered one of the most powerful instructional variables in terms of enhancing student’s achievement. The feedback that they provide can be positive or negative, corrective or non-corrective. In order to improve the academic self-esteem of the learner we have to be very careful in the way we provide feedback.
Dweck (2000) argues that having a particular goal orientation (learning or performance goal) to base feedback on as opposed to person-oriented praise will be more effective in providing feedback. It is not always true that teachers provide positive corrective feedback to the learners. A positive academic self-esteem is key in the classroom as it contributes greatly to the academic achievement of the learner. Motivation, self-esteem and self-regulation are inextricably linked to academic achievement. Feedback can have a positive or negative effect on the motivation and on self-esteem; it influences how students feel about themselves, which in turn affects what and how the learn.(Grebenik&Rust,2002;Bostock,2004).
1.2 Statement of the problem
The central problem of this study is that due
A study conducted by Hattie (2002) revealed that thirty percent of the variance in performance of students could be accounted for by what the teacher knows, does and cares about. He identified influences on the learner in terms of magnitude and concluded that the teachers’ feedback has the greatest influence on academic performance as compared to other factors. Teachers, in the education world, are considered as significant other in the life of their students and so, whatever their actions just like a parent toward the child, they are taken seriously and consequently have a very big impact in the student’s creation of self-fulfilling prophecies which contribute greatly to their academic self-esteem. Teachers communicate to learners about their own perceptions, beliefs, potentials and ability of the learner through feedback. Teacher’s feedback is considered one of the most powerful instructional variables in terms of enhancing student’s achievement. The feedback that they provide can be positive or negative, corrective or non-corrective. In order to improve the academic self-esteem of the learner we have to be very careful in the way we provide feedback.
Dweck (2000) argues that having a particular goal orientation (learning or performance goal) to base feedback on as opposed to person-oriented praise will be more effective in providing feedback. It is not always true that teachers provide positive corrective feedback to the learners. A positive academic self-esteem is key in the classroom as it contributes greatly to the academic achievement of the learner. Motivation, self-esteem and self-regulation are inextricably linked to academic achievement. Feedback can have a positive or negative effect on the motivation and on self-esteem; it influences how students feel about themselves, which in turn affects what and how the learn.(Grebenik&Rust,2002;Bostock,2004).
1.2 Statement of the problem
The central problem of this study is that due