Influência do feedback escrito na aprendizagem e na crença de autoeficácia de alunos do 5º ano de escolaridade
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2017-02-15
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O feedback resultante da avaliação formativa é, de acordo com os resultados de um vasto número de investigações, uma estratégia de elevado impacto na melhoria da aprendizagem. Por outro lado, a investigação educativa também permite concluir que os alunos com elevada crença de autoeficácia são mais otimistas, persistentes, menos ansiosos e mais capazes de atingir melhores resultados escolares, comparativamente com alunos com baixa crença de autoeficácia.
Tendo por base estes pressupostos foi desenvolvido um estudo na unidade curricular de Estágio II do Curso de Mestrado em Ensino do 1º e 2º Ciclos do Ensino Básico, durante as responsabilizações nas disciplinas de Matemática, Português e História e Geografia de Portugal. O estudo realizou-se no ano letivo 2015/2016, na Escola EB 2,3 Diogo Cão – Vila Real. Envolveu uma turma do 5º ano de escolaridade constituída por 17 alunos e teve como objetivos:
- Verificar a influência do feedback professor - aluno, nos trabalhos realizados
pelos alunos, na sua aprendizagem;
- Averiguar a perceção dos alunos sobre a importância do feedback;
- Averiguar o impacto da intervenção efetuada na crença de autoeficácia dos
alunos nas disciplinas de Português e Matemática;
- Investigar a relação entre os níveis da autoeficácia académica e os resultados
escolares em Português e Matemática;
- Refletir, considerando os pontos de vista dos alunos, sobre a importância do
feedback do professor e dos colegas na sua aprendizagem.
De modo a atingir estes objetivos foram planificadas e implementadas 16 aulas com blocos de 90 e 45 minutos. Durante a prática pedagógica foi realizada a avaliação formativa que possibilitou disponibilizar feedback sobre a aprendizagem aos alunos e à professora estagiária. Foi dado feedback escrito (feedback professor-aluno e aluno-aluno) aos trabalhos de casa e aos realizados nas aulas.
Os dados foram recolhidos a partir da utilização dos seguintes instrumentos: Escala de Autoeficácia Académica, Escala de Perceção dos alunos sobre o feedback dos professores, Questionário Perceção dos alunos sobre a importância do feedback escrito e dos trabalhos realizados pelos alunos.
Para tratar os dados recorreu-se à análise quantitativa e qualitativa. A análise quantitativa foi usada na Escala de Autoeficácia Académica, Escala de Perceção dos alunos sobre o feedback dos professores e nas questões fechadas do Questionário Perceção dos alunos sobre a importância do feedback formativo. A análise qualitativa, com recurso à análise de conteúdo, foi utilizada para analisar o feedback disponibilizado pela professora e pelos pares nos trabalhos realizados e nas questões abertas do Questionário Perceção dos alunos sobre a importância do feedback escrito.
Os resultados obtidos revelam que:
- o feedback disponibilizado pela professora foi um feedback eficaz – feedback formativo;
- os alunos valorizam a utilização do feedback formativo porque lhes permite melhorar a aprendizagem e tomar consciência dos erros;
- os alunos atribuem maior importância ao feedback da professora do que dos
colegas;
- não foi possível estabelecer relação entre os níveis da autoeficácia académica
e os resultados escolares a Português e a Matemática.
The resulting feedback of formative assessment is, according to several studies, a high impact strategy during the learning process. On the other hand, educational research also shows that students with high self-efficacy beliefs are more optimistic, persistent, less anxious and better able to achieve better educational outcomes compared to students with low self-efficacy beliefs. Based on this assumption a study was developed in the course of the Practicum II of the Master in Education for the 1st and 2nd cycles of basic education during the Mathematics, Portuguese and History and Geography of Portugal classes. The study was conducted in the academic year 2015/2016, in Diogo Cão Basic School - Vila Real, involved a class of 5th grade consisting of 17 students and aimed to: - Check the influence of teacher - student feedback in the work done by students and in their learnings; - Evaluate the perception of the students about the feedback importance; - Evaluate the impact of the intervention performed on the student’s self-efficacy beliefs in the disciplines of Portuguese and Mathematics; - To discuss the relationship between the levels of academic self-efficacy and the school grades in Portuguese and Mathematics; - Reflect, considering the view of the students, on the importance of teacher and peers feedback in their learnings. In order to achieve these objectives, 16 classes with 90 or 45 minutes were planned and implemented. During the pedagogical practice was carried out a formative assessment that enabled providing feedback about the learning process to students and to the trainee teacher. Written feedback (teacher-student feedback and student-student feedback) was given on homework and on work performed during classes. The data were collected using the following instruments: Academic self-efficacy scale, Scale for student’s perception of feedback from teachers, Questionnaire for the student’s perception of the importance of the written feedback and also the work carried out by students. To treat the collected data, a quantitative and qualitative analysis was used. Quantitative analysis was used in the treatment of the data obtained with the application of the Academic self-efficacy scale, Scale for student’s perception of feedback from teachers and the Questionnaire for the student’s perception of the importance of the written feedback. The qualitative analysis, using the content analysis, was used to analyze the feedback provided by the teacher and peers in the work done by the students and in the open questions of the Questionnaire for the student’s perception of the importance of the written feedback. The results obtained show that: - The feedback provided by the teacher was effective (formative feedback); - Students value the use of formative feedback because it allows them to improve learning and become aware of the errors; - Students attach more importance to the feedback from the teacher than from peers; - It was not possible to establish a relationship between the levels of academic self-efficacy and school results in Portuguese and Mathematics.
The resulting feedback of formative assessment is, according to several studies, a high impact strategy during the learning process. On the other hand, educational research also shows that students with high self-efficacy beliefs are more optimistic, persistent, less anxious and better able to achieve better educational outcomes compared to students with low self-efficacy beliefs. Based on this assumption a study was developed in the course of the Practicum II of the Master in Education for the 1st and 2nd cycles of basic education during the Mathematics, Portuguese and History and Geography of Portugal classes. The study was conducted in the academic year 2015/2016, in Diogo Cão Basic School - Vila Real, involved a class of 5th grade consisting of 17 students and aimed to: - Check the influence of teacher - student feedback in the work done by students and in their learnings; - Evaluate the perception of the students about the feedback importance; - Evaluate the impact of the intervention performed on the student’s self-efficacy beliefs in the disciplines of Portuguese and Mathematics; - To discuss the relationship between the levels of academic self-efficacy and the school grades in Portuguese and Mathematics; - Reflect, considering the view of the students, on the importance of teacher and peers feedback in their learnings. In order to achieve these objectives, 16 classes with 90 or 45 minutes were planned and implemented. During the pedagogical practice was carried out a formative assessment that enabled providing feedback about the learning process to students and to the trainee teacher. Written feedback (teacher-student feedback and student-student feedback) was given on homework and on work performed during classes. The data were collected using the following instruments: Academic self-efficacy scale, Scale for student’s perception of feedback from teachers, Questionnaire for the student’s perception of the importance of the written feedback and also the work carried out by students. To treat the collected data, a quantitative and qualitative analysis was used. Quantitative analysis was used in the treatment of the data obtained with the application of the Academic self-efficacy scale, Scale for student’s perception of feedback from teachers and the Questionnaire for the student’s perception of the importance of the written feedback. The qualitative analysis, using the content analysis, was used to analyze the feedback provided by the teacher and peers in the work done by the students and in the open questions of the Questionnaire for the student’s perception of the importance of the written feedback. The results obtained show that: - The feedback provided by the teacher was effective (formative feedback); - Students value the use of formative feedback because it allows them to improve learning and become aware of the errors; - Students attach more importance to the feedback from the teacher than from peers; - It was not possible to establish a relationship between the levels of academic self-efficacy and school results in Portuguese and Mathematics.
Descrição
Dissertação de Mestrado em Ensino do 1.º e 2.º Ciclos do Ensino Básico
Palavras-chave
Avaliação formativa , Aprendizagem , Autoeficácia , Feedback