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dc.contributor.advisorBalzano, Betsy Ann
dc.contributor.authorStephany, Susan Gerace
dc.date.accessioned2021-09-07T21:46:01Z
dc.date.available2021-09-07T21:46:01Z
dc.date.issued8/1/1987
dc.identifier.urihttp://hdl.handle.net/20.500.12648/5209
dc.description.abstractThere 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.
dc.subjectTeacher Commentary
dc.subjectStudent Achievement
dc.subjectTeacher Feedback
dc.subjectStudent Assessment
dc.subjectScience Education
dc.titleThe Effects of Written and Meaningful Teacher Feedback on the Achievement of Fifth Grade Science Students
dc.typethesis
refterms.dateFOA2021-09-07T21:46:01Z
dc.description.institutionSUNY Brockport
dc.description.departmentEducation and Human Development
dc.description.degreelevelMaster of Science in Education (MSEd)
dc.source.statuspublished
dc.description.publicationtitleEducation and Human Development Master's Theses
dc.contributor.organizationThe College at Brockport
dc.languate.isoen_US


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