The effect of teachers' feedback regarding students' after school mathematical activities on their academic achievement and attitude

The aims of this study were to find out the feedbacks from teachers used in students' after school mathematical activities and the effects of these feedbacks on students' achievement and attitude. The study was implemented with 70 students in a public school in the district of Aydın through the academic year of 2013-2014. Survey technique was used to realize the first aim of the study andquasi-experimental methodology was applied to realize the second aim of the study. In this experimental model, the study was carried out with an experimental and control group. At first step of the study, fractions achievement test and mathematics attitude test were applied both experimental and control groups as a pre-test to determinethe preliminary achievementand the attitude of the students. During the study, feedback was given to experimental group however it was not given to control group. At the end of the process, fractions achievement test and mathematics attitude test applied as a post-test for both groups to see the effectiveness of the study and to compare the results.Descriptive statistics is applied to summarize the survey results. Also, t-testswere calculated to compare the results from both groups.A significance level of .05 was undertaken when considering the resultsof the research. As a result of the survey part of the research ,it was found thatthe most frequent type of feedback thatteachers use is "Scoring assessment" (X ̅=4,25). Respectivelythe least frequent type offeedback that teachers use is "Writing developmental notes on assessments" (X ̅=1,49).According to the experimental results of the study, it was found a significant difference between experimental and control groups regarding mathematicalacgievement and attitude tests score in favour of experimental group. Key Words: Feedback, Fractions, After school activities, Attitude, Achievement