The creation of feedback in training as a mobilizing factor for the cognitive activity of students
DOI:
https://doi.org/10.17162/au.v10i3.481Keywords:
learning, feedback, cognitive activity, self-realization, students.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.Downloads
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References
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Alizada A. A. (1998). Psychological problems of the modern Azerbaijan school. Baku: Ozan.
Blair, A. & McGinty, S. (2013). Feedback-dialogues: exploring the student perspective. Assessment & Evaluation in Higher Education, 38(4): 466-476.
Blumberg H. H. (1972). Communication of interpersonaltiy and Social Psych¬olo¬gy, 23, 157-162
Brindley, C., & Scoffield, S. (1998). Peer assessment in undergraduate programmes. Teaching in Higher Education, 3(1), 79–90.
Burns, R. B. (1986). Self-concept development and education. London, Rinehart and Winston, 1982.
Goffman, E. (1955), On face-work: An analysis of ritual elements in social interaction, Psychiatry, 18(3): 213–231.
Harvey, M., Coulson, D. & McMaugh A. (2016). Towards a theory of the Ecology of Reflection: Reflective practice for experiential learning in higher education. Journal of University Teaching & Learning Practice, 13(2), 1-20.
Kalinina N. V. (2013). Methodology for the diagnosis of educational motivation, v7(4), 56-64.
Liu, N. F. & Carless, D. (2006). Peer feedback: the learning element of peer assessment. Teaching in Higher education, 11(3): 279-290.
Meenu, D. (2016). Factors affecting the academic achievement: A study of elementary school students of NCR Delhi, India Journal of Education and Practice 7(4), 70-74.
Motkov, O. I. (1979). The technique of “self-esteem of personality”, Laboratory workshop on general psychology, Education, p. 87-91.
Nicol, D. J. & MacFarlane‐Dick, D. (2006). Formative assessment and self‐regulated learning: A model and seven principles of good feedback practice. Studies in higher education, 31(2), 199-218.
Olson, V. L. B. (1990). The revising processes of sixth-grade writers with and without peer feedback.Journal of Educational Research, 84(1), 22.
Shostrom, E. (1964). An inventory for the measurement of self-actualization. Educational and psychological measurement, 24(2): 207–218.
Topping, K. J. and Ehly, S. W. (2001) Peer Assisted Learning: A Framework for Consultation. Journal of Educational and Psychological Consultation, 12, 113-132.
Topping, K. J., Smith, E. F., Swanson, I., & Elliot, A. (2000). Formative peer assessment of academicwriting between postgraduate students. Assessment & Evaluation in Higher Education, 25(2), 149–169.
Van Lehn, K. A., Chi, M. T. H., Baggett, W., & Murray, R. C. (1995). Progress report: Towards a theory of learning during tutoring. Pittsburgh, PA: Learning Research and Development Centre, University of Pittsburgh.
Zimmerman, B. J. (2002). Becoming a self-regulated learner: An overview. Theory into practice, 41(2), 64-70.
Published
2020-06-30
How to Cite
Jabbarov, R., Valiyeva, Y. ., Nasirova, N. ., & Kazimova, K. . (2020). The creation of feedback in training as a mobilizing factor for the cognitive activity of students. Apuntes Universitarios, 10(3), 207–221. https://doi.org/10.17162/au.v10i3.481
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