Students’ Perception of Instructional Feedback Scale: Validity and Reliability Study

Ozlem Baydas Onlu; Mustafa Serkan Abdusselam; Rabia Meryem Yilmaz

doi:10.30935/cedtech/11811

Ozlem Baydas Onlu ¹, Mustafa Serkan Abdusselam ¹ ^* , Rabia Meryem Yilmaz ²

More Detail

CONT ED TECHNOLOGY, Volume 14, Issue 3, Article No: ep368

https://doi.org/10.30935/cedtech/11811

Submitted: 12 October 2021, Published Online: 26 February 2022

OPEN ACCESS 2133 Views 1623 Downloads

Download Full Text (PDF)

Abstract

This study aimed to develop the “Students’ Perception of Instructional Feedback Scale” (SPIFS) determining a framework related to the perception of instructional feedback by students. The sequential exploratory mixed method was used in the study. The study was conducted during the instructional design course offered to sophomores in the Department of Computer Education and Instructional Technology at two different universities. Accordingly, firstly a scale consisting of 31 items with Likert-type responses was prepared based on the literature review. Validity and reliability analyses of the scale were completed with a total of 231 participants. After necessary steps were applied in exploratory factor analysis (EFA, n=100), a structure with three factors and 19 items was established. The internal consistency analysis (Cronbach’s alpha), which was applied to the factors obtained and the whole scale, showed the scale to be reliable (whole scale α=.85, 1^st factor (mastery, 8 items) α=.92, 2^nd factor (positive affect, 6 items) α=.90, and 3^rd factor (negative affect, 5 items) α=.96). Confirmatory factor analysis (CFA) was performed (n=131). The structure established through EFA was tested via CFA. The results indicated that the developed structure had acceptable fit (RMSEA=.08, CFI=.91, and RMR=.03).

Keywords: instructional feedback scale, students’ perception, exploratory factor analysis, confirmatory factor analysis

References

Ames, C. (1992). Classrooms: Goals, structures, and student motivation. Journal of Educational Psychology, 84(3), 261-271. https://doi.org/10.1037/0022-0663.84.3.261
Ayar, T. (2009). Feedback in the process of education: Evaluation of using feedback in the class according to the fourth and fifth grade teachers and students respects [Unpublished master thesis]. Cukurova University.
Bandura, A. (1991). Social cognitive theory of self-regulation. Organizational Behavior and Human Decision Processes, 50(2), 248-287. https://doi.org/10.1016/0749-5978(91)90022-L
Bandura, A., & Cervone, D. (1983). Self-evaluative and self-efficacy mechanisms governing the motivational effects of goal systems. Journal of Personality and Social Psychology, 45(5), 1017-1028. https://doi.org/10.1037/0022-3514.45.5.1017
Baydas Onlu, O., Abdusselam, M. S., & Yilmaz, R. M. (2020). Interaction between group work, motivation and instructional feedback in project-based courses. I.E.: Inquiry in Education, 12(1), 9. http://files.eric.ed.gov/fulltext/EJ1255690.pdf
Beydogan, H. O. (2016). Öğretmen adaylarına yönelik dönüt-düzeltme algı ölçeği [Feedback-correction perception scale for teacher candidates]. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi [Journal of Ahi Evran University Kirsehir Education Faculty], 17(2), 297-314. https://dergipark.org.tr/en/download/article-file/1487617
Black, P., & Wiliam, D. (1998). Assessment and classroom learning. Assessment in Education: Principles, Policy & Practice, 5(1), 7-74. https://doi.org/10.1080/0969595980050102
Buyukozturk, S. (2010). Sosyal bilimler için veri analizi el kitabı [Manual of data analysis for social sciences]. Pegem Akademi Yayınları [Pegem Academy Publications].
Cattell, R. B. (1978). The scientific use of factor analysis in behavioral and life sciences. Plenum. https://doi.org/10.1007/978-1-4684-2262-7
Charles, D., Charles, T., McNeill, M., Bustard, D., & Black, M. (2011). Game‐based feedback for educational multi‐user virtual environments. British Journal of Educational Technology, 42(4), 638-654. https://doi.org/10.1111/j.1467-8535.2010.01068.x
Cho, K., Schunn, C. D., & Charney, D. (2006). Commenting on writing: Typology and perceived helpfulness of comments from novice peer reviewers and subject matter experts. Written Communication, 23(3), 260-294. https://doi.org/10.1177/0741088306289261
Corno, L., & Snow, R. E. (1986). Adapting teaching to individual differences among learners. In M. C. Wittrock (Ed.), Handbook of research on teaching (pp. 605-629). Macmillan.
Creswell, J. W., Fetters, M. D., & Ivankova, N. V. (2004). Designing a mixed methods study in primary care. The Annals of Family Medicine, 2(1) 7-12. https://doi.org/10.1370/afm.104
Dick, W., Carey, L. M., & Carey, J. O. (2005). The systematic design of instruction. Pearson Allyn & Bacon.
Dujinhower, H., Prins, F. J., & Stokking, K. M. (2010). Progress feedback effects on students’ writing mastery goal, self-efficacy beliefs, and performance. Educational Research and Evaluation, 16(1), 53-74. https://doi.org/10.1080/13803611003711393
Elliot, A. J., & McGregor, H. A. (2001). A 2×2 achievement goal framework. Journal of Personality and Social Psychology, 80(3), 501-519. https://doi.org/10.1037/0022-3514.80.3.501
Fedor, D. B., Davis, W. D., Maslyn, J. M., & Mathieson, K. (2001). Performance improvement efforts in response to negative feedback: The roles of source power and recipient self-esteem. Journal of Management, 27(1), 79-97. https://doi.org/10.1177/014920630102700105
Field, A. (2009). Discovering statistics using SPSS. SAGE.
Fornell, C., & Larker, D. F. (1981). Structural equation models with unobservable variable and measurement error: Algebra and statistics. Journal of Marketing Research, 18(3), 382-388. https://doi.org/10.1177/002224378101800313
Fujiya, N. S., Rahmah Andansari, I., Widayati, E., & Pratolo, B. W. (2020). The students’ instructional feedback; A tool to improve lecturer’s teaching performance. Universal Journal of Educational Research, 8(6), 2335-2343. https://doi.org/10.13189/ujer.2020.080617
Guzzo, R. A., Jette, R. D., & Katzell, R. A. (1985). The effects of psychologically based
intervention programs on worker productivity: A meta-analysis. Personnel Psychology, 38(2), 275-291. https://doi.org/10.1111/j.1744-6570.1985.tb00547.x
Hattie, J., & Clarke, S. (2018). Visible learning: Feedback. Routledge. https://doi.org/10.4324/9780429485480
Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81-112. https://doi.org/10.3102/003465430298487
Hoe, S. L. (2008). Issues and procedures in adopting structural equation modeling technique. Journal of Applied Quantitative Methods, 3, 76-83. https://ink.library.smu.edu.sg/sis_research/5168
Hooper, D., Coughlan, J., & Mullen, M. R. (2008). Structural equation modelling: Guidelines for determining model fit. The Electronic Journal of Business Research Methods, 6(1), 53-60.
Isacescu, J., Struk, A. A., & Danckert, J. (2017). Cognitive and affective predictors of boredom proneness. Cognition and Emotion, 31(8), 1741-1748. https://doi.org/10.1080/02699931.2016.1259995
Kellogg, R. T., & Whiteford, A. P. (2009). Training advanced writing skills: The case for deliberate practice. Educational Psychologist, 44(4), 250-266. https://doi.org/10.1080/00461520903213600
King, P. E., Schrodt, P., & Weisel, J. J. (2009). The instructional feedback orientation scale: Conceptualizing and validating a new measure for assessing perceptions of instructional feedback. Communication Education, 58(2), 235-261. https://doi.org/10.1080/03634520802515705
Kline, R. B. (2011). Principles and practice of structural equation modeling. The Guilford Press.
Kluger, A. N., & DeNisi, A. (1996). The effects of feedback interventions on performance: A historical review, a meta-analysis, and a preliminary feedback intervention theory. Psychological Bulletin, 119(2), 254-284. https://doi.org/10.1037/0033-2909.119.2.254
Koka, A., Hein, V. (2005). The effect of perceived teacher feedback on intrinsic motivation in physical education. International Journal of Sport Psychology, 36(2), 91-106. https://kodu.ut.ee/~vello/1.pdf
Kulhavy, R. W., & Stock, W. A. (1989). Feedback in written instruction: The place of response certitude. Educational Psychology Review, 1(4), 279-308. https://doi.org/10.1007/BF01320096
Mason, B. J., & Bruning, R. (2001). Providing feedback in computer-based instruction: What the research tells us. CLASS research report no. 9. Center for Instructional Innovation, University of Nebraska-Lincoln. http://dwb.unl.edu/Edit/MB/MasonBruning.html
Meece, J. L., Anderman, E. M., & Anderman, L. H. (2006). Classroom goal structure, student motivation, and academic achievement. Annual Review of Psychology, 57, 487-503. https://doi.org/10.1146/annurev.psych.56.091103.070258
Nelson, M. M., & Schunn, C. D. (2009). The nature of feedback: How different types of peer feedback affect writing performance. Instructional Science, 37, 375-401. https://doi.org/10.1007/s11251-008-9053-x
Oinas, S., Thuneberg, H., Vainikainen, M. P., & Hotulainen, R. (2020). Technology-enhanced feedback profiles and their associations with learning and academic well-being indicators in basic education. Contemporary Educational Technology, 12(2), 1-16. https://doi.org/10.30935/cedtech/8202
Pallant, J. (2007). SPSS survival manual—A step by step guide to data analysis using SPSS for windows (3rd ed.). Open University Press.
Parr, J. M., & Timperley, H. S. (2010). Feedback to writing, assessment for teaching and learning and student progress. Assessing Writing, 15(2), 68-85. https://doi.org/10.1016/j.asw.2010.05.004
Schreiber, J. B., Nora, A., Stage, F. K., Barlow, E. A., & King, J. (2006). Reporting structural equation modeling and confirmatory factor analysis results: A review. Journal of Educational Research, 99(6), 323-338. https://doi.org/10.3200/JOER.99.6.323-338
Senemoglu, N. (2013). Gelişim, öğrenme ve öğretim: Kuramdan uygulamaya [Development, learning and teaching: From theory to practice]. Yargı Yayınları [Yargi Publications].
Shute, V. J. (2008). Focus on formative feedback. Review of Educational Research, 78(1), 153-189. https://doi.org/10.3102/0034654307313795
Simsek, O. F. (2007). Yapısal eşitlik modellemesine giriş, temel ilkeler ve lisrel uygulamaları [Introduction to structural equation modeling, basic principles and applications of lisrel]. Ekinoks.
Tabachnick, B. G., & Fidell, L. S. (2007). Experimental designs using ANOVA. Thomson/Brooks/Cole.
Tan, F. D., Whipp, P. R., Gagné, M., & Van Quaquebeke, N. (2019). Students’ perception of teachers’ two-way feedback interactions that impact learning. Social Psychology of Education, 22(1), 169-187. https://psycnet.apa.org/doi/10.1007/s11218-018-9473-7
Watson, D., Clark, L. A., & Tellegen, A. (1988). Development and validation of brief measures of positive and negative affect: The PANAS scales. Journal of Personality and Social Psychology, 54(6), 1063-1070. https://doi.org/10.1037/0022-3514.54.6.1063
Wilson, J., & Czik, A. (2016). Automated essay evaluation software in English language arts classrooms: Effects on teacher feedback, student motivation, and writing quality. Computers & Education, 100, 94-109. https://doi.org/10.1016/j.compedu.2016.05.004
Zumbrunn, S., Marrs, S., & Mewborn, C. (2016). Toward a better understanding of student perceptions of writing feedback: A mixed methods study. Reading and Writing, 29(2), 349-370. https://doi.org/1010.1007/s11145-015-9599-3

Citation

Baydas Onlu, O., Abdusselam, M. S., & Yilmaz, R. M. (2022). Students’ Perception of Instructional Feedback Scale: Validity and Reliability Study. Contemporary Educational Technology, 14(3), ep368. https://doi.org/10.30935/cedtech/11811

Baydas Onlu, O., Abdusselam, M. S., and Yilmaz, R. M. (2022). Students’ Perception of Instructional Feedback Scale: Validity and Reliability Study. Contemporary Educational Technology, 14(3), ep368. https://doi.org/10.30935/cedtech/11811

Baydas Onlu O, Abdusselam MS, Yilmaz RM. Students’ Perception of Instructional Feedback Scale: Validity and Reliability Study. CONT ED TECHNOLOGY. 2022;14(3), ep368. https://doi.org/10.30935/cedtech/11811

Baydas Onlu, Ozlem, Mustafa Serkan Abdusselam, and Rabia Meryem Yilmaz. "Students’ Perception of Instructional Feedback Scale: Validity and Reliability Study". Contemporary Educational Technology 2022 14 no. 3 (2022): ep368. https://doi.org/10.30935/cedtech/11811

Baydas Onlu, Ozlem et al. "Students’ Perception of Instructional Feedback Scale: Validity and Reliability Study". Contemporary Educational Technology, vol. 14, no. 3, 2022, ep368. https://doi.org/10.30935/cedtech/11811

Baydas Onlu O, Abdusselam MS, Yilmaz RM. Students’ Perception of Instructional Feedback Scale: Validity and Reliability Study. CONT ED TECHNOLOGY. 2022;14(3):ep368. https://doi.org/10.30935/cedtech/11811