Impact of feedback request forms and verbal feedback on higher education students’ feedback perception, self-efficacy, and motivation

Figures & data

Table 1. Characteristics of participating students (n = 115) and assessors (n = 2)

		Condition NW (n = 26)	Condition RW (n = 32)	Condition NV (n = 30)	Condition RV (n = 27)
Age	Mean	21.00	21.09	21.10	21.44
Gender	Female	24	29	24	24
	Male	2	3	6	3
Prior education	HGCE	15	20	17	15
	PUE	5	5	5	5
	VE	5	6	4	5
	HE	0	1	4	1
	Other	1	0	0	1

Age in years; NW = No Form Written Feedback; RW = Request Form Written Feedback; NV = No Form Verbal Feedback; RV = Request Form Verbal Feedback; Education: HGCE = Higher General Continued Education; PUE = Pre-University Education; VE = Vocational Education; HE = Higher Education.

Figure 1. Overview of study and data gathering

Table 2. Reliability analysis of subscales of the MSLQ (pre-test), FAPQ, and MSLQ (post-test)

	Scale	Nitems	N	Mean	SD	Min	Max	Alpha
MSLQ	Intrinsic Goal Orientation	3	115	12.74	3.30	4	21	.68
Pre-test	Extrinsic Goal Orientation	4	114	17.21	4.18	8	26	.72
	Task Value	6	114	32.30	3.96	22	42	.76
	Control of Learning Beliefs	2	115	8.77	2.36	3	14	.62
	Self-Efficacy	8	112	35.15	6.48	15	50	.89
	Test Anxiety	5	114	17.03	5.32	6	35	.77
FAPQ	Quality of Feedback	5	115	20.10	3.16	11	25	.76
Post-test	Use of Feedback	5	113	20.20	2.73	11	25	.76
	Quantity & Timing Feedback	5	115	17.74	3.38	6	25	.72
	Examination & Learning	7	115	25.95	3.20	14	32	.58
	Usefulness of Feedback	14	114	54.80	6.63	36	68	.89
MSLQ	Intrinsic Goal Orientation	3	115	12.89	3.65	3	21	.80
Post-test	Extrinsic Goal Orientation	4	114	15.38	4.27	6	27	.69
	Task Value	6	114	32.89	4.42	17	42	.82
	Control of Learning Beliefs	2	115	9.08	2.65	2	14	.73
	Self-Efficacy	8	115	37.29	7.15	9	51	.90
	Test Anxiety	5	115	18.93	6.14	5	35	.81

Table 3. Means, standard deviations, and two-way (feedback mode and request form) Analysis of Variance (ANOVA) for the quantity and timing of feedback, quality of feedback, use of feedback, usefulness of feedback, and examination and learning

	Condition NW		Condition RW		Condition NV		Condition RV		Feedback Mode^b		Request form^b		Feedback x Request^b
Variable	Mean	SD	Mean	SD	Mean	SD	Mean	SD	F	p	F	p	F	p
Quantity & Timing of Feedback	16.73	2.05	15.41	3.93	19.77	2.49	19.22	2.44	40.49	<.001^a	3.01	.085	.53	.470
Quality of Feedback	19.19	3.45	18.31	3.38	21.27	2.41	21.78	1.72	27.10	<.001^a	.12	.730	1.71	.194
Use of Feedback	19.92	2.68	18.66	3.57	20.50	2.46	21.37	2.15	10.36	.002^a	.08	.781	2.76	.100
Usefulness of Feedback	54.62	6.60	51.75	8.05	56.80	5.09	56.52	4.96	8.16	.005^a	1.82	.180	1.07	.302
Examination & Learning	26.04	2.84	24.78	3.65	25.86	3.07	27.33	2.65	4.20	.043	.32	.857	5.50	.021

WN = Written Feedback No Request Form; WR = Written Feedback Request Form; VN = Verbal Feedback No Request Form; VR = Verbal Feedback Request Form.

^aBenjamini-Hochberg critical p-value < .0227.

^bdf = 1.

Table 4. Means, standard deviations, and two-way (feedback mode and request form) Analysis of Covariance (ANCOVA) for the control of learning beliefs, task value, test anxiety, self-efficacy, intrinsic goal orientation, and extrinsic goal orientation

	Condition NW		Condition RW		Condition NV		Condition RV		Feedback Mode^b		Request form^b		Feedback x Request^b
Variable	Mean	SD	Mean	SD	Mean	SD	Mean	SD	F	p	F	p	F	p
Control of Learning Beliefs	9.04	3.00	8.16	2.44	9.47	2.69	9.78	2.28	6.07	.015^a	.36	.548	2.29	.133
Task Value	33.88	4.04	31.31	5.26	33.59	4.01	33.07	3.84	1.45	.231	1.25	.267	1.74	.191
Test Anxiety	18.88	5.98	19.00	5.88	19.13	7.68	18.33	4.67	1.37	.244	.07	.798	1.24	.267
Self-Efficacy	38.67	6.75	36.42	5.62	36.00	8.56	38.11	7.31	.40	.530	.29	.592	3.08	.082
Intrinsic Goal Orientation	12.92	4.64	12.53	3.20	12.80	3.75	13.37	3.08	.37	.545	.25	.616	.29	.593
Extrinsic Goal Orientation	16.92	4.25	14.84	4.35	14.52	4.82	15.67	3.27	.03	.868	.63	.430	3.63	.059

WN = Written Feedback No Request Form; WR = Written Feedback Request Form; VN = Verbal Feedback No Request Form; VR = Verbal Feedback Request Form.

^aBenjamini-Hochberg critical p-value < .0227.

^bdf = 1.