An Exploration of the Relationship Between Students’ Preferences For Formative Feedback and Self-Regulated Learning Skills

Abstract

The purpose of this study is to explore students’ preferences for formative feedback and its relationship with their self-regulated learning skills. The study used a mixed methods approach in which quantitative data collection and analysis was followed by qualitative data collection and analysis. ‘Preferences toward Formative Feedback’ and ‘Self-Regulated Learning Skills’ instruments were utilized to gather the quantitative data and a semistructured interview was carried out to gather the qualitative data. The quantitative data were collected from 330 students, and a semi-structured interview was carried out with 10 students. Among the various findings, one is considered critical: although students from different self-regulation capabilities; either low, average or high, frequently preferred formative feedback that are listed in the students’ preferences toward formative feedback instrument, those having high self-regulated learning skills depend infrequently on formative feedback than students who have lower self-regulated learning skills. An exploration of the relationships between students’ preferences for formative feedback and self-regulated learning skills may give educators better understanding to overcome the challenge of providing appropriate formative feedback in accordance with students’ selfregulated learning skills. Moreover, such an understanding and awareness enable educators to enhance students’ self-regulated learning skills that is an essential quality in a life-long learning era.