AI-Supported Formative Feedback Reinforces Student Engagement and Confidence in a Grade 7 Girls’ Science Classroom · ICGS Research Library

Title

AI-Supported Formative Feedback Reinforces Student Engagement and Confidence in a Grade 7 Girls’ Science Classroom

Author

Alexander William John Stevens

Year Published

2026

Description

This action research study examined how AI-supported formative feedback reinforces student engagement and confidence in a Grade 7 girls’ science classroom through structured opportunities for feedback, reflection, and revision. Grounded in research emphasizing the importance of timely, specific, and actionable formative feedback (Hattie & Timperley, 2007; Shute, 2008; Wiliam, 2016), the study explored the use of AI-driven learning checks through the FlintAI platform across biology and physics units over a ten-week period. Data were collected through pre- and post-intervention surveys, semi-structured interviews, structured classroom observations, and AI-generated performance summaries. Findings suggest that the immediacy and structure of the AI-supported feedback process reinforced student engagement and confidence by reducing uncertainty, clarifying learning expectations, and creating structured opportunities for reflection and revision. Classroom observations also suggested increases in behavioural and emotional engagement over time, including greater participation, more sustained on-task behaviour, and increased willingness to engage in discussion, and less frustration with the platform. Students further reported using actionable feedback to revisit and refine their thinking, suggesting deeper cognitive engagement with the material. Separately, AI-generated performance summary data indicated growth in the depth, coherence, and conceptual integration of students’ scientific reasoning. Although limitations related to sample size and continuity restrict generalizability, the findings highlight the potential of AI to complement effective teaching practice by functioning as a structured cognitive partner that supports engagement, confidence, and deeper scientific reasoning.