Knowledge Creation Practices of Teachers in South Korea and the United States A Multi-group Structural Equation Modeling Analysis

Abstract

The purpose of this study is to introduce feedback strategies in order to enhance academic achievement and to find the differences in types of feedback on the influence on both the learner``s attitude and efficacy. Since there is increasing awareness in the role of peers in learning, further study on the feedback among students and opinions of such feedback from educators, could generate a new perspective in this field of research. The type of feedback used in the study is classified as provider feedback, with both teachers and peers giving feedback. Under provider feedback, there exists descriptive feedback and instruction feedback. From the different providers of feedback, it is important to examine the influences of the feedback through the response of learners. In conclusion, feedback strategies were significantly beneficial in the process of learning and in the attitude of students. However, depending on the academic achievement, there were differences between the provider feedback and the types of such. This suggests that the positive learning outcomes are related to the feedback types, enabling the achievement of more efficient education.