Investigation of the types of feedback preferred by secondary school students in mathematics course and their opinions

The purpose of this research is to determine the types of feedback that 5th, 6th, 7th and 8th grade secondary school students prefer in mathematics lessons and their opinions about feedback. For this purpose, the phenomenology technique, one of the qualitative research methods, was used in this study. The sample of the research consists of 20 secondary school students studying at a public school in Aksaray in the 2022-2023 academic year. The sample was determined using the criterion sampling method, one of the purposeful sampling methods. Interview forms developed by the researcher were used to collect data in the study. While creating the interview forms, Brookhard (2008)'s feedback classification was taken as basis for the first and second sub-problems, and Tunstall and Gipps (1996)'s feedback classification was taken as basis for the fourth sub-problem. For the third sub-problem, King et al. The items in the Characteristics of Feedback Scale developed by (2009) were used. The data obtained through interview forms were analyzed using descriptive and content analysis methods. According to research findings, participating students prefer practical and individual feedback given on time. In terms of the amount of feedback, students prefer targeted and comprehensive feedback. Instead of judgmental feedback, students prefer feedback that is descriptive, provides the opportunity to correct mistakes, and contains understandable, simple and positive expressions as well as positive feedback. Participants think that they take into account the feedback they receive from their teachers, that this feedback contributes positively to their success, that positive feedback motivates them, and that negative feedback reduces their motivation. On the other hand, they stated that feedback does not cause loss of time, on the contrary, it provides guidance. Among the positive evaluative feedback types, students prefer approval (non-verbal symbol) and reward (grades, chocolates, widespread recognition of success) feedback. They also find descriptive feedback types useful, such as explaining success and creating a path for improvement. They do not prefer feedback of punishment and disapproval. Keywords: Teaching mathematics, Feedback, Feedback teyps, Feedback prefers