Performance Feedback and Monitoring Notebook (PF&MN): Influence on Performance, Students’ Views and Achievement in Physics
Main Article Content
Keywords
achievement, assessment, feedback, monitoring
Abstract
This study determined the influence of Performance Feedback and Monitoring Notebook (PF&MN) on the seven areas of performance, the views of two classes of Bachelor of Graphics Technology major in Architecture Technology (BGT-AT) composed of 59 students is in this feedback mechanism on assessments (formative and summative), and their achievement in Physics. The PF&MN is an assessment portfolio, containing necessary information of the students, a summary of the students’ accomplishments, answer sheets for written assessments, and feedbacks for each assessment. The notebook was used for the assessments and served as the record of the scores obtained in each test. Surveys before taking the post achievement test obtained the views of the students on the use of the notebook, and its influence on performances. Results showed that the notebook has a high positive influence in the area of “assessment of learning” and moderate positive influence on the other six areas of performance considered in this study. The notebook monitored performance, profoundly reflected the performance, and encouraged students to perform better in Physics. There was a significant change in the achievement of the students in this study, which may be due to the influence of the notebook on performance in Physics; thus, using the PF&MN continuously in Physics and other subjects is highly recommended.
References
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Villasis, M. (2018), The effects of Polya’s problem solving Strategy (PPSS) on students’ achievement and conceptions in chemistry. Unpublished Master’s Thesis, Technological University of the Philippines – Manila.
Ways to monitor a student’s progress (06 February 2017). Ministry of Education, Guyana. Retrieved from http://www.education.gov.gy/web/index.php/teachers/tips-for-teaching/ item/2611-ways-to-monitor-a-student-s-progress Yusuf, J., & Tuisawau, P. (2011). Student attitudes towards the use of e-Portfolios: Experiences from the University of the South Pacific. Malaysian Journal of Educational Technology, 11(4), 31-41.
Biggs, J., & Tang, C. (2011) Effective teaching and learning for today’s universities. Teaching for Quality Learning at University, 4th Ed. McGraw Hill, Society for Research into Higher Education and Open University Press: New York. USA. Retrieved from: http://hust.edu.oak.arvixe. com/media/197963/-John_Biggs_and_Catherine_Tang-_ Teaching_for_Quali-BookFiorg-.pdf.
Brookhart, S. (2017). Feedback: The long view – does feedback improve learning? How to give effective feedback to your students, 2nd ed. Retrieved from https://k12teacherstaff- development.com/tlb/using-feedback-to-motivate-students-in-the-classroom/.
Buckley, S., Coleman, J., Davison, I., Khan, KS., Zamora J., Malick, S., Morley, D., Pollard, D., Ashcroft, T., Popovic, C., & Sayers, J. (2009). The educational effects of portfolios on undergraduate student learning: A Best Evidence Medical Education (BEME) systematic review. BEME Guide No. 11. Retrieved from: https://www.ncbi.nlm.nih. gov/pubmed/19404891.
Cakan, M., Mihladiz, G., & Gocmen-Taskin, B. (2010). How portfolio use affects students’ learning and their attitudes toward 6th grade science lesson. International Online Journal of Educational Sciences, 2010, 2 (2), 362-377. Retrieved from https://www.researchgate.net/publication/45258403_How_Portfolio_Use_Affects_Students’_ Learning_and_Their_Attitudes_toward_6th_Grade_Science_Lesson.
Demirel, M., & Duman, H. (2014). The use of portfolio in English language teaching and its effects on achievement and attitude [Abstract]. Procedia Social and Behavioral Sciences. Retrieved from https://www.sciencedirect.com/ science/article/pii/S187704281502858X.
Lee, C., Yeh, D., Kung, R., & Hsu, C. (2007). The influences of learning portfolios and attitudes on learning effects in blended e-learning for mathematics. Journal of Educational Computing Research 37(4): 331-350. Retrieved from http://journals.sagepub.com/doi/ abs/10.2190/ EC.37.4.a.
Mogonea, F. (2015). Portfolio – tool for (self) evaluation of students – future teachers. Procedia – Social and Behavioral Sciences 180: 860-864. Retrieved from https://www.sciencedirect.com/science/article/pii/ S1877042815015736#!.
Mokhtaria, L. (2015). The use of portfolio as an assessment tool. International Journal of Scientific & Technology 4(7): 170-172 Retrieved from http://www.ijstr.org/final-print/ july2015/The-Use-Of-Portfolio-As-An-AssessmentTool.pdf.
Norman, S. (2016). 7 Benefits of technology integration in the education sphere. Retrieved from https://elearningindustry. com/benefits-technology-integration-education-sphere.
Mounce, M. (2014). Providing effective feedback. Educational theory and practice. Retrieved from http://edtheory.blogspot.com/2014/04/providing-effective-feedback.html.
Ocak, G., & Ulu, M. (2009). The views of students, teachers and parents and the use of portfolio at the primary level [Abstract]. Procedia Social and Behavioral Sciences. 1(1): 28-36. DOI: 10.1016/j.sbspro.2009.01.009.
PLB Blogger. (n.d.) Using feedback to motivate students in the classroom. Professional Learning Board – Online Teacher Relicensure and PD Courses. Retrieved from https://int. search.myway.com/ search/GGmain.jhtml?searchfor=Using+feedback+to+motivate+students+in+the+classroom&n=784866b8&p2=%5ECPP%5Exdm204%5ETTAB02%5Eph&ptb=CF464DEC-39BE-476D-B5FA-.
Provasnik, S.(2016). Trends in International Mathematics and Science Study. National Center for Education Statistics. NCES 2017002. Retrieved from https://nces.ed.gov/timss/
Provasnik, S.(2016). Trends in International Mathematics and Science Study. National Center for Education Statistics. NCES 2017002. https://nces.ed.gov/timss/countries.asp.
Reflection in the Classroom. Center for New Designs in Learning and Scholarships. Retrieved from https:// commons.georgetown.edu/teaching/teach/reflection-inclassroom/.
Sanders, A. (2019). Approaches used to monitor classroom performance. Classroom. Retrieved from https://classroom.synonym.com/approaches-used-monitor-classroom-performance-7854918.html.
Stenger, M. (2014). 5 Research-based tips for providing students with meaningful feedback [Supplemental Material]. Edutopia, George Lucas Educational Foundation. Retrieved from https://www.edutopia.org/blog/tips-providing-students-meaningful-feedback-marianne-stenger.
Struyven, K., Dochy, F., & Janssens, S. (2010). Students’ perception about evaluation and assessment in higher education: A review. Assessment and Evaluation in Higher Education. 30(4): 325-341 Retrieved from https://www. tandfonline.com/doi/abs/10.1080/02602930500099102
The Glossary of education reforms: Portfolio. Retrieved from http://edglossary.org/portfolio/. Use of technology in teaching and learning. U.S. Department of Education. Retrieved from https://www.ed.gov/oii-news/use-technology-teaching-and-learning
UN-DESA (2015). Transforming our world: the 2030 Agenda for Sustainable Development. United Nations: Department of Economic and Social Affairs. Retrieved from https://sustainabledevelopment.un.org/content/documents/21252030%20Agenda%20for%20Sustainable%20 Development%20web.pdf
Victoria (2016). 4 Benefits of monitoring student progress in the classroom. The Chalkboard Blog. Retrieved from https:// www.teachstarter.com/blog/4-benefits-monitoring-student-progress-classroom.
Villasis, M. (2018), The effects of Polya’s problem solving Strategy (PPSS) on students’ achievement and conceptions in chemistry. Unpublished Master’s Thesis, Technological University of the Philippines – Manila.
Ways to monitor a student’s progress (06 February 2017). Ministry of Education, Guyana. Retrieved from http://www.education.gov.gy/web/index.php/teachers/tips-for-teaching/ item/2611-ways-to-monitor-a-student-s-progress Yusuf, J., & Tuisawau, P. (2011). Student attitudes towards the use of e-Portfolios: Experiences from the University of the South Pacific. Malaysian Journal of Educational Technology, 11(4), 31-41.
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Published
Dec 22, 2019
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How to Cite
Logmao, D. L. (2019). Performance Feedback and Monitoring Notebook (PF&MN): Influence on Performance, Students’ Views and Achievement in Physics. The Normal Lights, 13(2). https://doi.org/10.56278/tnl.v13i2.1390
Section
Research Article
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