عنوان مقاله [English]
نویسنده [English]چکیده [English]
To study the effect of teachers written feedback on students' self-efficacy and math problem solving ability, 181 female 8 graders from three school districts in Tehran were selected using the cluster sampling method, and then randomly assigned to two groups. The experimental group received math teachers' written feedback while the control group received regular oral feedback. Both groups self efficacy and problem solving ability were initially assessed. Comparing the post test scores of the two groups show a significant improvement for the experimental group, indicating that teachers can learn how to give written feedback in order to improve students' self-efficacy and math problem solving ability.