Year: 2024
Type: article
Study design: Observational Study
Abstract: Introduction: This study analyzed the influence of teacher feedback on the development of self-regulation and autonomous learning in first-year high school students in the Social Sciences area of the Fiscal Camilo Ponce Enríquez Educational Unit. Feedback is considered a key element in teaching, as it allows for the strengthening of students' autonomy and control of the learning process.Methodology: A mixed approach was applied, combining qualitative and quantitative techniques, with a sample of 90 students selected from a population of 118. Through surveys and statistical analysis with SPSS software, the students' perception of teacher guidance and its impact on academic performance was evaluated. The results showed that 73.33% of the students perceive teacher feedback positively, highlighting its role in improving learning. In addition, a moderate positive correlation (0.544) was identified between feedback and self-regulation, as well as a strong correlation (0.713) with autonomous learning. These findings support the hypothesis that effective feedback contributes significantly to the development of students who are more autonomous and responsible for their educational process.Conclusions: In conclusion, teacher feedback is a key factor in learning, favoring both self-regulation and student autonomy. It is recommended to strengthen pedagogical strategies that promote more personalized and continuous feedback, thus optimizing the teaching-learning process.
DOI: 10.56294/mw2024.637
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: diamond
OpenAlex ID: W4408044975