The impact of peer-to-peer support on responses to feedback for white British pupils from low socioeconomic status


Sean Masterson


White British pupils (WBRI) from low socioeconomic status (SES) tend to perform less well academically than their peers. Sean’s study aimed to engage these pupils by training them to analyse peers’ books and provide correctional feedback. His intention was to explore whether developing their capacities to provide effective feedback would enhance their self-efficacy and self-regulatory competence in the subject. Responses were collected from low, middle and high-attaining students.

The findings showed that students across the full ability ranges increased their engagement with teacher feedback. Lower attainers improved in terms of their ability to control their attention, while middle and high attainers used organisational and application strategies to improve the quality of the work.

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