The creation of feedback in training as a mobilizing factor for the cognitive
activity of students
La creación de capacitación reactiva como un factor movilizador para la actividad
cognitiva de los estudiantes
Rashid Jabbarov
1a
Yamen Valiyeva
2
Nigar Nasirova
3
and
Kamila Kazimova
4
Baku State University, Baku, Azerbaijan
1234
https://orcid.org/0000-0002-0623-2772
1
https://orcid.org/0000-0002-9160-1965
2
https://orcid.org/0000-0002-0443-5808
3
https://orcid.org/0000-0003-4198-7924
4
Recibido: 05 de enero de 2020 Aceptado: 10 de junio de 2020
Abstract
The article examines the relationship between cognitive activity and creation of feedback in
learning. The study was conducted on 120 students of Baku State University. Experimental and
control groups were selected in the research and carried out in two stages. During the research,
modern teaching methods and other techniques were used to increase cognitive activity. A
comparative analysis of the first and second stages showed that the relationship between increased
cognitive activity and the feedback mechanism is bilateral. That is, the creation of feedback
increases cognitive activity, increasing cognitive activity inevitably creates a feedback mechanism.
The research has shown that there is a correlation between learning achievements (r = 0.29), self-
realization (r = 0.33), self-assessment (r = 0.25), learning motivation (r = 0.35) and cognitive
activity in the experimental group. The study concludes that high academic performance is
associated with the desire to achieve the highest results, develop potential and increase self-esteem
through academic achievement. The study concludes that the desire to develop the potential, to
achieve the highest results with high academic performance and to increase self-esteem through
academic achievement are interconnected. It is the feedback mechanism that can act as a condition
for enhancing learning achievements.
Keywords: learning, feedback, cognitive activity, self-realization, students.
a
Correspondencia al autor:
E-mail: rashid.cabbarov@mail.ru
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Apuntes Universitarios, 2020: 10(3), julio-setiembre
ISSN: 2304-0335 DOI: https://doi.org/10.17162/au.v10i3.481
apuntesuniversitarios.upeu.edu.pe
Resumen
El artículo examina la relación entre la actividad cognitiva y la creación de retroalimentación en
el aprendizaje. El estudio se realizó en 120 estudiantes de la Universidad Estatal de Bakú. Se
seleccionaron grupos experimentales y de control en la investigación y se llevaron a cabo en dos
etapas. Durante la investigación, se utilizaron métodos de enseñanza modernos y otras técnicas
para aumentar la actividad cognitiva. Un análisis comparativo de la primera y segunda etapa
mostró que la relación entre el aumento de la actividad cognitiva y el mecanismo de
retroalimentación es bilateral. Es decir, la creación de retroalimentación aumenta la actividad
cognitiva, el aumento de la actividad cognitiva inevitablemente crea un mecanismo de
retroalimentación. La investigación ha demostrado que existe una correlación entre los logros de
aprendizaje (r = 0.29), la autorrealización (r = 0.33), la autoevaluación (r = 0.25), la motivación de
aprendizaje (r = 0.35) y la actividad cognitiva en el grupo experimental. . El estudio concluye que
el alto rendimiento académico está asociado con el deseo de lograr los mejores resultados,
desarrollar el potencial y aumentar la autoestima a través del rendimiento académico. El estudio
concluye que el deseo de desarrollar el potencial, lograr los mejores resultados con un alto
rendimiento académico y aumentar la autoestima a través del rendimiento académico están
interconectados. Es el mecanismo de retroalimentación que puede actuar como una condición para
mejorar los logros de aprendizaje.
Palabras clave: aprendizaje, retroalimentación, actividad cognitiva, autorrealización, estudiantes.
Introduction
In modern times, various ways and means are used to increase the effectiveness of learning
activities and the formation of a creative personality. The main task is to ensure the formation of
students as individuals, to increase their cognitive activity during the reform and to motivate them
to succeed in training. Education changes with society, and it is part of society. What happens in
society manifests itself primarily in education. Therefore, any changes in education, including the
requirements of society, social orders must be taken into account during the reform. In this regard,
the feedback mechanism not only increases cognitive activity, but also increases the effectiveness
of the formation of the business personality required by society.
At the same time, the variability of the modern world leads to the emergence of problems
that do not meet the standards from time to time, and the subjects of education face problems that
do not exist in previous practice. This time, students are faced with various and complex
requirements that do not match their experience and cognitive abilities, and require maximum
mobilization to solve problem situations. In order to solve such issues or problems, it is necessary
to establish a feedback system that provides cognitive activity in educational subjects and creates
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new knowledge, skills and habits in them. Due to the incorrect regulation of cognitive activity,
students have difficulty in understanding themselves and the given material. This difficulty can
manifest itself in his future educational success and in the realization of the potential of an
individual. That must be taken into account that cognitive activity is a complex psychological
process. Due to cognitive activity, an individual achieves success, determines his abilities and
place in society. If the results obtained by the student due to cognitive activity do not create a basis
for his social development, his confidence in his inner potential does not increase, but rather creates
self-doubt.
Increasing cognitive activity is not only due to the developmental nature of the learning
materials, the creation of problem-situations and the use of other unusual methods. It is also
possible due to the creation of a feedback mechanism. The creation of a feedback mechanism in
the training activity leads to the increase, direction and optimal manifestation of cognitive activity.
They are interdependent with each other, the implementation of one stimulates the other.
Establishment of feedback mechanism in learning includes taking into account the
optimistic beginning of lesson, creation of subject-subject relationships in teacher-student
relationships, reducing the emotional tension, on the contrary, increase of intellectual tension,
formation of favorable educational environment, individual-psychological features, cognitive
abilities.
Researchers Alizade (1998); Aliyev and Jabbarov (2008) and daily observations of learning
activities show that students suffer more from the lack of feedback mechanism. The academic
teaching of the lesson, the teacher’s deep professional qualities, as well as the provision of the
necessary knowledge in the lesson do not ensure the success of the learning, and most importantly,
weaken the necessary motivation. Students expect more teachers to appreciate their work and
establish business contacts with them. If such a situation does not arise, the student studies only
for the sake of marks and often cannot find himself in the profession. Because he cannot imagine
himself in the context of relationships as an individual, as an integral part of learning activities.
All this makes it important to find more acceptable methods to create feedback in training, to focus
on students’ cognitive activity as a mobilizing factor.
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Description of research
Research on the study of the feedback mechanism are very diverse. The first researches
were aimed at studying the interaction and influence of "Me with the Mirror" with the surrounding
reality as a feedback mechanism. These studies have found a significant and high correlation
between self-perception and the evaluation of others (Robert B. Burns, 1986). In the learning
process, the student's perception of himself directly depends on the teacher's assessment of him
(not on the value given to knowledge, but on the value given to his personality, skills, self-
expression). The consistency of the teacher's assessment with the assessment of personal values
increases the student's self-confidence as well as cognitive activity. However, it is not possible to
suggest that there is an indirect relationship between self-esteem and the feedback mechanism of
others, especially the teacher’s opinion, and that this relationship often arises spontaneously. In
fact, this is not the case. Because feedback is dynamic and cannot be accepted unequivocally.
Brindley and Scoffield (1998), obtained interesting results in their study:
Expert evaluation was included in the evaluation strategy of two marketing modules for two
undergraduate programs at the University of Manchester. The questionnaire was used to obtain
answers from a sample of 80 students regarding their relationship to peer experience and his
experience. The students felt that the advantages of peer evaluation were: increased personal
motivation as a result of their active participation in the evaluation process; the opportunity to
compare and discuss the assignment, as well as the opportunity to gain knowledge and develop a
better understanding of the contents of the assignment and the assessment process. Criticism included
the impact of personal bias on grades, interpretation of criteria, and student ability to evaluate. Some
students viewed peer assessment as an incentive to fulfill, while others viewed it as an unfair system
that lacked objectivity. More than half of the sample regarded the assessment as an exclusively role
for the tutor. The study showed that peer assessment made a valuable contribution to the variety of
grades, and this allowed students to better understand the grading process, but it was a laborious
process for educators” (Brindley & Scoffield, 1998, p.79).
Research has shown that norms of social behavior are strongly varied in different subcultures
and situations. Excessively open assessments, especially negative assessments, are not
appreciated. Analyzing numerous studies, Bloomberg found that messages given from strangers
are not appreciated and are these messages are not answered. If the assessment is negative, it is not
accepted, even if it is by the person's relatives (Bloomberg, 1972). It can be concluded that not
only learning activities, but also the feedback mechanism in the system of relations is characterized
by appreciation in intersubject relations. Therefore, the use of positive directional assessment in
the learning process during the establishment of feedback creates the basis for the activation of
this mechanism.
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Although the issue of increasing the cognitive activity of the feedback mechanism in training,
it has been widely reflected in indirect research, although not directly. Feedback in learning
increases the cognitive activity not only of students, but also of those who evaluate them, creates
the basis to the development of critical thinking (Topping & Ehly, 2001). However, the feedback
mechanism enhances the optimality of learning by enhancing the critical thinking skills of the
evaluators and providing timely feedback to the evaluators. This increases the time spent delivering
thinking, comparing, contrasting, and learning tasks (Topping et al., 2000). In addition, feedback
prevents the assessment of wrong knowledge, simplifies generalization, identifies missing
knowledge, and prevents deviations from the ideal. Students can learn not only from the peer
feedback itself, but through meta-processes such as reflecting on and justifying what they have
done. However, do academics subscribe to the viewpoint that they have a major responsibility in
developing these lifelong learning skills? This is a key tension.
If teaching and learning cultures emphasize individual achievement to the detriment of more
collaborative approaches, the potential of peer feedback for learning may not be fully realized.
High-quality implementation of the feedback mechanism by evaluators allows to achieve better
results in learning (Liu, et al., 2006) A study of the process of assessing the performance or
knowledge of individual students by teachers before the overall assessment in learning activities
shows that those who give more detailed and constructive comments work better than those who
give fewer comments, and that learning tasks are more successful. A number of studies have shown
that the requirements involved in the process of implementation of the feedback mechanism work
harder than others about extra assignments that are not required in addition to the lesson. In
addition to increasing cognitive activity, it also increases learning motivation, creating continuous
and stable learning motives (Topping et al., 2000).
Olson (1990) found that students achieve better results when they receive high marks from
both peers and teachers. Some students do not trust their peers' assessments. This creates self-doubt
and low valuation in them. Therefore, the attempt of teachers to successfully organize the
communication process during the creation of the feedback mechanism cannot lead to the desired
result. Students themselves must adequately evaluate each other and support each other in the
process of mutual communication.
Brindley and Scoffield (1998) state that some students express their concern about the
objectivity of research regarding the possibility of individual bias when opinions are given by
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peers. Some students think that teachers have the sole responsibility to form the right attitude. They
believe that their peers or group mates are biased towards their activities (Brindley & Scoffield
1998; Liu & Carless 2006; Wen & Tsai 2006).
Interest plays an important role in activating the mobilizing aspects of cognitive activity
through the feedback mechanism. It is important to establish a feedback mechanism as a factor.
Research with younger students has shown that persistent academic achievement of elementary
school students may be due to fairly good Home environment and Interest of the students in the
studies. Therefore, there is a hope that with the improvement in the available facilities like free
books, uniform, educational counselling and midday meal particularly to the girl students will
bring qualitatively changes in their academic (Meenu, 2016). Research shows that interest plays
an important role in psychology. Its special interest and significance in psychology stems from its
relation to personality, motivation, cognitive activity, development, occupation, behavior,
reasoning, and information processing. The stimulation of interest during the feedback in learning
process is necessary condition. In this case, regardless of the choice of feedback method, cognitive
processes in students become more active, the given material is better understood, emotions join
the process and enrich it, metacognitive strategies are activated (Meenu, 2016).
In order to increase cognitive activity in students, feedback mechanism should go in two
directions. The first of them is directed from teacher to students, the other is from students to
teacher. In fact, in traditional and modern education, the feedback mechanism created by the
teacher’s efforts is more appreciated and is considered to be a more perfect position in activating
cognitive processes, creativity and learning motivation. However, group work is necessary for this
process to take place. It is in the group activity that the feedback mechanism works more quickly
and optimally. When this is the case, learning habits become more perfect, and it is easier for
students to take on certain responsibilities.
Studies show that the literature on external feedback is not developed in terms of how
teachers should formulate feedback comments, what type of discourse should be used, how many
comments are appropriate and in what context they should be made. Much more research is
required in this area (Nicol & Macfarlane-Dick, 2006, p.179 ).
Furthermore, these studies have shown that if students receive feedback consistently and
regularly, it will produce better monitoring of student progress. Similarly, other strategies that
improve the quality of teacher feedback based on previous concepts and research works present:
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(i) Affirm the proportion of feedback in relation to predefined criteria but paying attention to the
number of criteria by Nicol and Macfarlane -Dick; (ii) timely feedback: this means that, before it
is too late for students to change their work, rather than alone, as the research literature suggests,
soon after the presentation; (iii) provide amending advice, not just identify information on
strengths / weaknesses; (iv) limit the amount of feedback that is really useful; (v) prioritize the
areas that show improvement; (vi) offer tests for the purpose of accessing the comments in a fully
available way and whenever the students wish. In other words, the learning activities mentioned
in this process lead to the development of student self-regulation, not only cognitive processes, but
also personality qualities develop. The established feedback mechanism in itself forms the process
of self-regulation. This leads to a decrease in emotional tension and barriers, and creates the basis
for a dynamic change in activity in educational practice. The student understands the essence of
the learning process and himself, takes care of the development of identity and skills. Also, the
student's attitude to the educational process changes from a negative to a positive direction.
(Zimmerman, 2002, pp. 65-66). Such a behavioral strategy raises the level of understanding of the
student’s learning activities, creates the basis for the formation of skills that allow him to analyze
the stages, creates the ability to regulate and manage their own actions. In other words, the creation
of a feedback mechanism builds interaction with metacognitive skills and self-regulatory skills. It
ensures their interdependence. It should be borne in mind that the creation of a feedback
mechanism leads to the emergence of a self-regulatory form of learning.
They define three phases of self-regulatory learning: the first is the “pre-face” phase, which
includes the task and motivation orientation given to students. The second stage is the stage of
self-monitoring and observation. In this case, the tasks and ideas are discussed. The third phase is
the stage of “post-phase”. In the end, the work done is meaningful. In fact, these phases form a
cyclic unity or chain. In this process, the formation of new personality traits manifest itself as an
important result. Harvey, Coulson & Mc.Maugh (2016) emphasize reflexivity in the creation of
feedback mechanisms and integrative learning. They write:
Reflective practice is widely adopted across the field of experience-based learning subjects in higher
education, including practicums, work-integrated learning, internships, service learning and
community participation. This adoption of reflective practice implies that it supports student learning
through experience. When reviewing the evidence for the role of reflection for learning, it became
evident that not only was there no clear agreement about the definition of reflection, there has been
little theoretical development in this area. An integrated participatory action research and ecological
approach was adopted to build a theory about the ecology of reflection for learning through
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experience. Through this process the assumptions, or truths that are taken for granted, that underpin
the new theory were declared and substantiated (p.2).
We must also note the fact that the growing demand for active learning methods in modern
times is increasing its popularity, which is more widely reflected in personality-oriented education.
In personality-oriented or student-oriented education, there are more discussions, debates, group
work, within this principle, the student is able to more adequately assess their knowledge and work.
The feedback mechanism is the best tool in this regard for the implementation of learning activity.
The feedback mechanism in student’s activity should be based on a direct reflection mechanism,
create a basis to self-assessment and evaluation. Learning activities such as meta-level processing
of information, organization of self-regulatory system and etc. allow to achieve more effective
results in creating a feedback mechanism. At the same time, the achievements in the development
of cognitive activity are possible, in principle, due to the feedback mechanism. It can be concluded
that in the process of development of cognitive activity, human psychological functions do not
occur unsystematically, automatically, randomly. These functions are guided by a special system,
purposeful attempts of the whole existence of the individual, enthusiasm and interest. Students
who are able to activate its more effective aspects by properly considering their capabilities, who
are able to voluntarily regulate their activities, as well as to establish the optimal work of cognition,
are able to achieve success in education. Effective functioning of a number of components is
required for the effective establishment of cognitive activity. Here, the joint work of the
components that form the natural structure of cognition [perception, memory, thinking,
imagination, will, emotions], abilities [perception, understanding, mastery, etc.], as well as
personality traits formed in the process of social development is important. Therefore, when we
talk about the cognitive activity of students, we are talking about the creative and dynamic
development-oriented perception and application activities based on the associative relationships
of these components and its productive results. The main purpose of this research is to identify the
psychological mechanisms of the impact of creating feedback in learning on the student’s cognitive
activity.
The main hypothesis of research
The study refers to the hypothesis that the creation of feedback in learning acts as a
mobilizing factor for students’ cognitive activity. Feedback mechanism increases the cognitive
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activity in the requirements, as well as the level of success of students, leads to the dynamic change
of self-realization and provides the adequacy of self-assessment.
Research methods and methodology
Research has been conducted with the psychologist students studying in the II and III courses
of Baku State University. During the study, the experimental and control groups (40 people each)
established the procedures required for the study. The number of male and female students was
taken equally. A total of 120 people participated in the study. In the first stage, diagnostic
measurements were made, in the second stage, classes with experimental groups were conducted
with the active learning methods, more attention was paid to group work. In the third stage, re-
diagnostic work was conducted again, measurements were compared. The research used R.
Shostrom's “Personality Orientation” (1964), “Educational Motives Survey” (2013), “Self-
Assessment Scale” (1979) methods. In the research, two groups were selected to study the effect
of providing feedback on learning activities on cognitive activity. Educational achievements were
identified in both groups, and then the components necessary for their self-realization were
diagnosed. For this purpose, the levels of self-realization, the motives that dominate the motives
of self-assessment and education were analyzed. At this time, the results of selected experimental
and control groups were checked. In the second stage, only the experimental group was selected.
Methods such as self-realization cards, discussions, round tables creating a creative environment,
etc. were used as developmental work. The aim was to determine the change dynamics of
increasing cognitive activity, self-actualization and self-assertion tendencies against the
background of the creation of a feedback mechanism in special conditions.
Interpretation of research results
Our correlation analysis showed a relationship between the different integrative features of
the requirements and cognitive activity. Although this relationship is weak, it has a positive trend,
and in comparison there are no significant differences. Here, in the experimental group, it was
found that there is a correlation between learning achievements (r = 0,29), self-realization (r =
0,33), self-esteem (r = 0,25), learning motivation (r = 0,35) and cognitive activity. The same
situation was observed in control group in a slightly different way. The relationship between the
learning motivation and cognitive activity in each group was stable and high. Rather, with high
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academic performance, to achieve the highest results and develop their potential and the desire to
increase self-esteem through academic achievement are interrelated (see Table 1).
Table 1. The indicators of preliminary results in experimental and control groups
Scales
Groups (N= 120)
Experimental group
Cognitive activity
Learning achievements
0,29**
Levels of self-realization
0.33*
Self-assessment
0,25**
Educational motivation
0,35**
Note: ** , * at the level of 0.05 is significant.
Table 2. The indicators of control group on different variables
In our research the correlation relationship on each variable has shown that there are not
significant differences in experimental and control groups. For this reason, the research has been
conducted on several variables, in particular on the feedback mechanism and on the creative
environmental factor. The indicators of control group were analyzed in Table 2. As can be seen
from Table 2, there is a correlation between cognitive activity and learning activity in the range r
Variables
Control group, N=60
Learning
achievements
Self-
assessment
Self –
Realization
Educational
motivation
Cognitive
activity
0,168
0,612
0,154
0,69
Feedback
mechanism
0,250
0,125
0,320
0,61
Creative
environment
0,235
0,560
0,335
0,23
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= 0.168, with r = 0.612 self-assessment, with r = 0.154 self-realization, and with r = 0.69
educational motivation, and these relationships are significant at the level of P = 0.001. For other
variables, including the feedback mechanism and the creative environment factor, the relationships
are significant at the level of p = 0.001. This result dictates that increasing cognitive activity makes
it necessary to determine the degree of influence of other factors. Because when cognitive activity
is increased, the necessary educational environment inevitably must be created and a feedback
mechanism must be established in training.
Table 3. The indicators of experimental group on different variables
The results of the research conducted with experimental group showed that the condition
before the formative work, the indicators obtained in the group don’t differ significantly from
control group. In Table 3, the indicators of the experimental group do not have different nuances
compared to the control group for all three variables. There are also correlations and these
relationships are significant at the level of P=0.001. After doing formative work, significant
changes appeared in the experimental group compared to control group. These changes were
mainly due to changes in feedback and cognitive activity on two criteria. This factor confirmed
that the creation of feedback mechanism increases not only the cognitive activity, but also show
itself in positive significant variables at the levels of self-realization and educational motivation.
In addition, the research has shown that after formative work with the experimental group, there
were changes in the components of cognitive activity, which led to significant changes in students'
self-realization, learning achievements and educational motivation. These are reflected in Table 4.
At the same time, research has shown that increased cognitive activity leads to an increase in
Variables
Experimental group, N=60
Learning
achievements
Self-
assessment
Self –
realization
Educational
motivation
Cognitive
activity
0,165
0,536
0,178
0,62
Feedback
mechanism
0,274
0,180
0,393
0,56
Creative
environment
0,230
0,452
0,376
0,19
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activity in education in general, strengthens creativity and values, as well as educational
motivation.
Table 4. Correlation of the relationship of cognitive activity with various variables in
experimental and control groups
Indicators of
cognitive activity
Experimental group
Control group
Learning
achievements
Educational
motivation
Self-
realization
Learning
achievements
Educational
motivation
Self-realization
Increased
learning activity
0,732
0,610
0,870
0,766
0,022
0,096
The use of
problem
situations
0,885
0,283
0,205
0,480
0,160
0,276
Creativity
indicators
0,430
0,795
0,625
0,089
0,420
0,069
Educational
values
0,890
0,563
0,330
0,610
0,392
0,298
Empathic
relationships
0,546
0,190
0,033
0,389
0,060
0,360
Flexibility of
thinking
0,291
0,062
0,803
0,490
0,042
0,180
Ability to
express an
independent
opinion
0,494
0,450
0,480
0,402
0,203
0,006
As a result, we can say that increasing cognitive activity in students and creating the feedback
mechanism creates a basis for realization the potential goals, as well as increasing the level of
different components. It should be considered that cognitive activity is directly related not only to
the creation of a feedback mechanism, but also to the characteristics of educational motivation and
the system of individual qualities and values. Thus, we can say that the main indicators of feedback
are characterized by increased learning achievement, increased cognitive activity and
systematization of self-realization trends. By creating a special educational environment, it is
possible to provide a feedback mechanism and thus increase self-esteem, self-realization, teaching
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planning and propensity for creativity. Taking these factors into account can enhance the academic
achievement of the requirements and stimulate their self-realization motives.
Discussion and conclusions
This research has shown that the creation of feedback in learning is a mobilizing factor for
students' cognitive activity, and this can be empirically proven. Creating such a relationship in
training can only be done against the background of cognitive activity. This research has shown
that only the provision of cognitive activity increases students' self-assessment, and the means of
self-expression are focused on the result, not the goal. Also, the creation of a favorable educational
environment provides a feedback mechanism, , feedback mechanism can be created through
specially organized methods and formative work.
The results of this research on increasing cognitive activity in students and the creation of
feedback mechanisms indirectly coincide with the results of many studies, though not directly.
(Brindley & Scoffield, 1998; Bloomberg, 1972; Topping et al., 2000). These studies have found
that feedback prevents the assessment of wrong knowledge, facilitates generalization, identifies
missing knowledge, and prevents deviations from the ideal. At the same time, our research has
shown that cognitive activity is directly related not only to the creation of feedback mechanisms,
but also to the characteristics of educational motivation, levels of self-realization, adequacy of self-
assessment, a system of values and individual qualities. Thus, we can say that the main indicators
of feedback are characterized by increased learning achievement, increased cognitive activity and
systematization of self-realization trends. By creating a special educational environment, it is
possible to provide a feedback mechanism and thus, increase self-esteem, self-realization, teaching
planning and propensity for creativity.
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