The Effects of Written and Meaningful Teacher Feedback on the Achievement of Fifth Grade Science Students

Abstract

There are many teacher behaviors that affect student achievement. Research on student achievement has dealt with a variety of grade levels and subject areas. The purpose of this study was to determine whether consistent and meaningful written teacher commentary affects the achievement of fifth grade science students. Two groups of fifth graders (n=46) were utilized in a statistical split half study designed to compare achievement both between groups as well as within the groups themselves. Through the use of independent t-tests, no statistically significant difference in achievement was found between or within groups as a result of consistent and meaningful written teacher commentary, or the lack of it. The results of the study, as well as implications for teachers and for further research, are discussed.