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The purpose of this study was to examine effects of enhanced student ratings feedback on instructional practices, teaching effectiveness and student motivation. Sixty high school teachers from three high schools in Turkey participated in this study. Three high schools consisting of twenty teachers each were randomly assigned to no-feedback, feedback-only and enhanced feedback group. Teachers in the enhanced feedback group were provided with their mean scores on each item of the Instructional Activities Feedback Form (IAFF) along with detailed description of each activity and suggestions as to how they might improve their instructional activities. Teachers in the feedback-only group just received numerical average scores on each item of the IAFF. Final student rating results revealed significant differences (p < .05) in favor of the enhanced feedback group on teaching practices, teaching effectiveness and student motivation. Teachers also valued the enhanced feedback process and their perceptions on receiving feedback from their students were very positive. These findings suggest that enhanced student ratings feedback can be used to improve teachers' teaching practices. Suggestions for future research and implications for using enhanced feedback with IAFF are also discussed.
A Dissertation Submitted to the Department of Educational Psychology and Learning Systems in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy.
Includes bibliographical references.
Florida State University
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