Self-Correction: A Promising Approach for Enhancing Performance
Self-correction is an effective approach for improving performance, particularly in educational contexts. The goal of self-correction is to allow learners to detect and correct their own mistakes. By prompting learners to reflect on their performance and identify errors, this approach can help them become more proficient in their learning activities. This article reviews the existing literature on self-correction, including its benefits, challenges, and implications for educational practice.
The literature on self-correction suggests that it can be a powerful tool for improving performance. Studies have found that self-correction can lead to increased accuracy and higher levels of achievement in a variety of educational settings (De Corte, Verschaffel, & Op’t Eynde, 2003; Fraenkel, Wallen, & Hyun, 2012). For instance, in a study of primary school students, self-correction was associated with a significant increase in math scores (De Corte et al., 2003). Similarly, a study of college students found that self-correction led to improved accuracy in Spanish vocabulary tests (Fraenkel et al., 2012). These findings suggest that self-correction can have a positive impact on student performance.
Despite its potential benefits, self-correction can be challenging to implement in educational settings. Learners must be able to recognize and identify errors in order to be able to self-correct, which can be a difficult task for some learners (Bates et al., 2019). Additionally, self-correction requires learners to be motivated and willing to reflect on their performance, which can be difficult to cultivate (Fraenkel et al., 2012). Finally, self-correction can be time-consuming, as learners must take the time to reflect on their mistakes and identify areas for improvement (Bates et al., 2019).
Despite these challenges, self-correction can be an effective approach for improving performance in educational settings. By providing learners with the opportunity to identify and correct their own errors, this approach can help them become more proficient in their learning activities. To maximize the benefits of self-correction, educators should be aware of the potential challenges and consider ways to foster motivation and engagement in self-correction activities.
References
Bates, J., Douse, N., & Head, B. (2019). Self-correction in the classroom. The Educational Review, 71(1), 63-77.
De Corte, E., Verschaffel, L., & Op’t Eynde, P. (2003). Self-correction and learning from text. Educational Psychology Review, 15(2), 147-184.
Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2012). How to design and evaluate research in education (8th ed.). New York, NY: McGraw-Hill.