Abstract:

Teachers are an important stakeholder in the education process. Teachers' perceptions of feedback-correction can be effective in organizing educational activities. In this context, this study aims to determine and compare the perceptions of mathematics and science teachers towards feedback-correction in the light of demographic characteristics. The research was carried out with the non-experimental survey model, which is one of the quantitative research methods. The sample of the research consists of 398 teachers working in secondary schools. Of these teachers, 184 are mathematics teachers and 214 are science teachers. “Feedback-correction Perception Scale” was used as a data collection tool. Frequency and percentage distributions, Mann Whitney-U test and Kruskal Wallis test were used in the analyses. Teachers' perceptions of feedback-correction do not show a significant difference in terms of gender, branch, age, professional seniority and educational status, both in sub-dimensions and in the whole scale. In future longitudinal studies, changes in perceptions can be examined depending on experience.

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