Research Supervision in Moroccan Higher Education

This book investigates master graduate students' attitudes towards supervisory feedback. The main endeavor of this book is to examine the relationship between students' attitudes towards supervisory feedback on their thesis revision decisions and their achievement scores. The methodology adopted in this study employed a quantitative design involving 83 Moroccan MA holders. The study employed Pearson product-moment and partial correlation as statistical tools to analyze the generated data. The findings show that there is a relationship between participants' attitudes towards supervisory feedback and their revision decisions. The study has also revealed that students' attitudes have a significant positive effect on their thesis achievement scores. Eventually, this work suggests various implications and recommendations sought to bring light to vital aspects regarding supervision and supervisory feedback in Moroccan higher education.

Autorentext

Mouassine Fatima Ezzahra. An Applied Linguistics doctoral student in Moulay Smail university and a high school English teacher. My research interests are tightly linked to English language teaching, language and culture pedagogy as well as supervision in higher education. With respect to this, I wrote papers about English Language Learning.

Klappentext

This book investigates master graduate students' attitudes towards supervisory feedback. The main endeavor of this book is to examine the relationship between students' attitudes towards supervisory feedback on their thesis revision decisions and their achievement scores. The methodology adopted in this study employed a quantitative design involving 83 Moroccan MA holders. The study employed Pearson product-moment and partial correlation as statistical tools to analyze the generated data. The findings show that there is a relationship between participants' attitudes towards supervisory feedback and their revision decisions. The study has also revealed that students' attitudes have a significant positive effect on their thesis achievement scores. Eventually, this work suggests various implications and recommendations sought to bring light to vital aspects regarding supervision and supervisory feedback in Moroccan higher education.