Effect of the teacher's oral and written feedback on self- regulated learning and academic achievement in math

The purpose of this research was to consider the effect of the teacher’s oral and written feedback on self- regulated learning and academic achievement in math class in the third grade students of secondary school in 2013-2014. This quasi-experimental research was done by using pre-test and post- test with control group. Therefore three classes were selected by the cluster sampling method that randomly divided in two experimental groups and one control group. The using instruments were a self- regulated learning questionnaire and a teacher-made educational achievement test. Also an educational package which was on the basis of eleven feedback principles was provided to perform the oral and written feedback. The experimental groups were received the teacher oral and written feedback for 15 sessions and the control group were thought by as usual with no feedback. The findings of the data analysis showed that there was a meaningful difference after showing feedback in the self- regulated learning and educational achievement of the experimental group students. Although no meaningful differences were observed between oral and written feedback, the comparison of two means showed that the written feedback was more effective than the oral feedback. Therefore, showing the effective and suitable feedback on the basis of the principles promoted the self- regulated learning and educational achievement in math.