The Reality of Practicing Verbal Feedback Styles in the Classroom by Science Teachers of the Second Cycle in Oman

Document Type : Researches for promotion to assistant professor and professor degrees

Authors

1 Senior chemistry teacher, Al Batinah South Directorate, Ministry of Education, Sultanate of Oman.

2 Assistant Professor of Curricula and Methods of Teaching Science, Faculty of Education, Sultan Qaboos University, Sultanate of Oman. Aswan University, Egypt.

Abstract

The study aimed to identify the reality of the practice of science teachers for the second cycle of oral feedback methods. The study followed the descriptive approach. The group consisted of 8 science teachers from Al-Awabi State schools. An interview was designed. The validity of the instrument was verified by experts at Sultan Qaboos University. The results of the study showed that the most common type of verbal feedback method practiced in science classes for the second cycle is the corrective method; compared to explanatory, and reinforcement methods. They also showed that there is a deficiency in the teachers’ knowledge of verbal feedback methods and their foundations. Besides, they showed that the patterns provided by the teachers’ feedback are affected by the nature of the students, such as age group and achievement level. It recommends the teacher's participation in professional learning societies with common goals and visions among the participants.
 

Keywords

References

AL Khammash, R.‪, & Gulnaz, F.‪ (2019)‪.‪ Oral corrective feedback techniques: An Investigation of the EFL teachers’ beliefs and practices at Taif university.‪ Arab World English Journal, 10(2)‪, 40-54.‪
Berg, I., Admiral, W., & Pilot, A. (2006). Designing peer assessment in higher education: Analysis of written and oral feedback.Teaching in Higher Education, 11, 135-147.
Burn, E. Martin, A., & Collie, R. (2019). Examining the yields of growth feedback from science teachers and students" intrinsic valuing of science: Implication for student- and school -level science achievement. Journal of Research in Science Teaching, 56, 1060-1082.
Hattie, J., Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81–112. https://doi.org/10.3102/003465430298487
Pfanner, N. I. (2015). Teacher corrective oral feedback in the classroom. Journal of Language and Education, 1(2), 46-55 https://doi.org/10.17323/2411-7390-2015-1-2-46-55
Spiller, D. (2014). Assessment: feedback to promote student learning. Teaching Development Unit. The university of Waikato. Retrieved on 10,12,2020 from http:/ www.wakato.ac.
Hopfenbeck, N. (2020). Making feedback effective? Assessment in Education: Principles, Policy & Practice, 27:1, 1-5, https://doi.org/10.1080/0969594X.2020.1728908
 

Files

Share

How to cite

Statistics