Feedback strategies to strengthen autonomy in student learning

Abstract

Secondary education has faced difficulties in the development of self-regulation and autonomous learning in students. At the Camilo Ponce Enríquez Public School, located in Quito, this problem has been identified in first-year baccalaureate students, who depend excessively on teacher guidance. Feedback has been proposed as a key strategy to strengthen these skills, allowing students to understand their learning process and take a more active role. This research analyzed the relationship between feedback and self-regulation of learning, considering different pedagogical strategies employed by teachers. It was evident that efficient feedback is a participatory process that encourages reflection and monitoring of one’s own performance. However, many teachers perceive feedback as a simple correction of errors, without encouraging the autonomous development of the student. Previous studies have shown that adequate feedback not only improves academic performance, but also motivates students to develop strategies to self-regulate their learning. In Ecuador, the lack of knowledge about feedback techniques limits its effective application in the classroom. The present research highlights the need to modify teaching practices, promoting spaces for dialogue and reflection to achieve meaningful and autonomous learning.