Abstract
The main purpose of this study is to explore heterogeneous effects of formative feedback on math achievement and the factors affecting these patterns. To this end, a regression mixture analysis was conducted on 513 high school students in three regions nationwide. As a result of the analysis, two latent classes of feedback effects were derived. Specifically, the first pattern was labelled as ‘mixed effect group’ (35.87%), because monitoring had a negative effect while scaffolding had a positive effect on math achievement. The second group was labelled as ‘scaffolding effect group’ (64.13%), since only scaffolding had a positive effect on math achievement while monitoring did not. Next, a binomial logistic regression analysis was conducted to identify the factors predicting these differentiated feedback effects, and as a result, the effects of students’ feedback utilization ability and achievement goal orientation were significant. Lastly, the implications of this study through the verification of heterogeneous relationships of formative feedback with math achievement, and educational implications for improving the effectiveness of feedback were discussed.
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