Date of Award

Fall 9-5-2025

Degree Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

Education

First Advisor

Meng-Jia Wu

Abstract

ABSTRACT This meta-analysis examines the effects of classroom interventions aimed at enhancing student engagement with feedback in K–12 and higher education settings. Drawing on the framework developed by Winstone et al. (2017), interventions were categorized into four major feedback engagement categories and 14 subcomponents. A systematic review identified eligible experimental studies published between 2014 and 2023, each reporting outcomes relevant to student feedback engagement. Effect sizes were calculated using standardized mean differences, and subgroup analyses explored the relative influence of intervention categories, subcomponents, and moderators. Findings from this meta-analysis indicate that targeted interventions to enhance student engagement with feedback generally result in improved feedback engagement and use. Among the four major intervention categories examined, internalizing and applying standards and manner of feedback delivery yielded the strongest overall effects. At the subcomponent level, interventions involving dialogue and discussion, tailored feedback, and technology demonstrated the largest positive impacts on student engagement with feedback. These results provide empirical support for the effectiveness of strategically designed feedback interventions and offer actionable insights for both researchers and practitioners.

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