Examination of Pre-Service Teachers’ Feedback Literacy Perceptions in Terms of Various Variables

Ebru Bozpolat; Esin Hazar; Hatice Yıldız

Article Details

Examination of Pre-Service Teachers’ Feedback Literacy Perceptions in Terms of Various Variables

Authors:

Ebru Bozpolat | Esin Hazar | Hatice Yıldız

Publisher:

Bursa Uludağ University

Main Topics:

Öğrenme Psikolojisi

Journal:

International Journal of Social Inquiry Vol.18 Issue 2, pp.235-255

Document Type:

Article

Publication Date:

8/2025

Document Language:

Turkish

Document ID (Org No.):

2001357296

pISSN:

1307-8364

Keywords:

Abstract:

 The aim of this study is to determine pre-service teachers perceptions of feedback literacy and whether these perceptions exhibit significant differences in terms of some variables. Utilizing a quantitative research method, a correlational survey model was adopted. The sample of the study comprised 505 students enrolled in the Faculty of Education at Sivas Cumhuriyet University during the spring semester of the 2022-2023 academic year, In the study, the Feedback Literacy Scale FLS, developed by Yıldız et al. 2022, was utilized as the data collection instrument, along with a Personal Information Form. Descriptive statistics, independent samples t-tests and analysis of variance were computed. Findings revealed that pre-service teachers perceptions of feedback literacy were generally at a usually level across all dimensions of the scale and within the Appreciation, Positive Attitude, and Openness to Using Feedback factors, while they were consistently at an always level within the Awareness of Effective Feedback factor. Furthermore, no significant differences were found in pre-service teachers perceptions of FLS and its factors based on gender and grade level; however, statistically significant differences were observed in these perceptions based on departmental variables, particularly within the Appreciation, Openness to Using Feedback, and Awareness of Effective Feedback factors, as well as across the overall scale.

 The aim of this study is to determine pre-service teachers perceptions of feedback literacy and whether these perceptions exhibit significant differences in terms of some variables. Utilizing a quantitative research method, a correlational survey model was adopted. The sample of the study comprised 505 students enrolled in the Faculty of Education at Sivas Cumhuriyet University during the spring semester of the 2022-2023 academic year, In the study, the Feedback Literacy Scale FLS, developed by Yıldız et al. 2022, was utilized as the data collection instrument, along with a Personal Information Form. Descriptive statistics, independent samples t-tests and analysis of variance were computed. Findings revealed that pre-service teachers perceptions of feedback literacy were generally at a usually level across all dimensions of the scale and within the Appreciation, Positive Attitude, and Openness to Using Feedback factors, while they were consistently at an always level within the Awareness of Effective Feedback factor. Furthermore, no significant differences were found in pre-service teachers perceptions of FLS and its factors based on gender and grade level; however, statistically significant differences were observed in these perceptions based on departmental variables, particularly within the Appreciation, Openness to Using Feedback, and Awareness of Effective Feedback factors, as well as across the overall scale.

 The aim of this study is to determine pre-service teachers perceptions of feedback literacy and whether these perceptions exhibit significant differences in terms of some variables. Utilizing a quantitative research method, a correlational survey model was adopted. The sample of the study comprised 505 students enrolled in the Faculty of Education at Sivas Cumhuriyet University during the spring semester of the 2022-2023 academic year, In the study, the Feedback Literacy Scale FLS, developed by Yıldız et al. 2022, was utilized as the data collection instrument, along with a Personal Information Form. Descriptive statistics, independent samples t-tests and analysis of variance were computed. Findings revealed that pre-service teachers perceptions of feedback literacy were generally at a usually level across all dimensions of the scale and within the Appreciation, Positive Attitude, and Openness to Using Feedback factors, while they were consistently at an always level within the Awareness of Effective Feedback factor. Furthermore, no significant differences were found in pre-service teachers perceptions of FLS and its factors based on gender and grade level; however, statistically significant differences were observed in these perceptions based on departmental variables, particularly within the Appreciation, Openness to Using Feedback, and Awareness of Effective Feedback factors, as well as across the overall scale.

 Bu araştırmanın amacı; öğretmen adaylarının geri bildirim okuryazarlık algılarını ve bu algılarının cinsiyet, sınıf düzeyi ve bölüm değişkenleri açısından anlamlı farklılık gösterip göstermediğini belirlemektir. Nicel araştırma yöntemi kullanılan araştırmada, ilişkisel tarama modeli tercih edilmiştir. Araştırmanın örneklemi, 2022-2023 eğitim-öğretim yılı bahar döneminde Sivas Cumhuriyet Üniversitesi Eğitim Fakültesinde öğrenim gören 505 öğrenciden oluşmaktadır. Araştırmada veri toplama aracı olarak, Kişisel Bilgi Formu ile Yıldız vd. 2022 tarafından geliştirilen Geri Bildirim Okuryazarlığı Ölçeği GBOÖ kullanılmıştır. Verilerin analizinde; betimsel istatistikler, bağımsız gruplar t-testi ve varyans analizinden yararlanılmıştır. Araştırma sonucunda; öğretmen adaylarının geri bildirim okuryazarlık algılarına ilişkin görüşlerinin ölçeğin tümü ile Takdir etme, Olumlu tutum ve Geri bildirimi kullanmaya açık olma faktörlerinde genellikle düzeyinde; Etkili geri bildirime karşı farkındalık faktöründe ise her zaman düzeyinde olduğu belirlenmiştir. Araştırmada öğretmen adaylarının GBOÖ ve faktörlerine ilişkin algılarının cinsiyet ve sınıf değişkenleri açısından anlamlı bir farklılık göstermediği; bölüm değişkeni açısından ise ölçeğin tümü ile Takdir etme, Geri bildirimi kullanmaya açık olma ve Etkili geri bildirime karşı farkındalık faktörlerinde gruplar arasında istatistiksel açıdan anlamlı bir farklılık olduğu tespit edilmiştir.

Article Details

Examination of Pre-Service Teachers’ Feedback Literacy Perceptions in Terms of Various Variables

Authors:

Ebru Bozpolat | Esin Hazar | Hatice Yıldız

Publisher:

Bursa Uludağ University

Main Topics:

Öğrenme Psikolojisi

Journal:

International Journal of Social Inquiry Vol.18 Issue 2, pp.235-255

Document Type:

Article

Publication Date:

8/2025

Document Language:

Turkish

Document ID (Org No.):

2001357296

pISSN:

1307-8364

Feedback

Feedback literacy

Pre-service teacherGeri bildirim

Geri bildirim okuryazarlığı

Öğretmen adayı

Issues

Article Details

Examination of Pre-Service Teachers’ Feedback Literacy Perceptions in Terms of Various Variables

Authors: Ebru Bozpolat | Esin Hazar | Hatice Yıldız

Publisher: Bursa Uludağ University

Main Topics: Öğrenme Psikolojisi

Journal: International Journal of Social Inquiry Vol.18 Issue 2, pp.235-255

Document Type: Article

Publication Date: 8/2025

Document Language: Turkish

Document ID (Org No.): 2001357296

pISSN: 1307-8364

Feedback

Feedback literacy

Pre-service teacherGeri bildirim

Geri bildirim okuryazarlığı

Öğretmen adayı

Issues

Authors:

Ebru Bozpolat | Esin Hazar | Hatice Yıldız

Publisher:

Bursa Uludağ University

Main Topics:

Öğrenme Psikolojisi

Journal:

International Journal of Social Inquiry Vol.18 Issue 2, pp.235-255

Document Type:

Article

Publication Date:

8/2025

Document Language:

Turkish

Document ID (Org No.):

2001357296

pISSN:

1307-8364