Constructive Feedback Intervention for Students’ Academic Achievement in Chemistry: A Case of Public Secondary Schools of Pakistan

Abstract

Generally, Chemistry is the backbone of manufacturing industries, but unfortunately in Pakistan, it is considered a difficult subject for many students, therefore they have found less motivation toward this subject and show poor performance in examinations. Constructive feedback is a technique utilized by teachers in the classroom globally to increase students’ academic performance. From the previous research, it was found that Pakistani teachers use the traditional methods of feedback to access their students’ performance. Hence, the current study aims to investigate the effects of constructive feedback on students’ academic achievement, especially in the chemistry subject. Therefore, by deploying a true-experimental research design, a sample size of 97 students of grade-IX were selected through a purposive sampling technique. Students’ academic achievement was measured through a self-made chemistry achievement test (CAT). The findings inidicated a significant result of constructive feedback on students’ academic achievement. Students’ ability group result was also found significant for academic achievement, which proved that low score achievers performed better when they received proper constructive feedback. Furthermore, these findings may contribute toteachers' ongoing professional development in terms of constructive feedback and teacher-student centered learning process.

The Effect of Supervisors Feedback in Extended Teaching on Pre-Service Mathematics Teachers Practice

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“…To be effective, feedback needs to be well timed, clear, descriptive, specific, purposeful, meaningful, compatible with students 'prior knowledge, focused on students' actions not on their personality, and provide logical connections (Hatziapostolou & Paraskakis 2010, p. 112-113;Hattie & Timperley 2007, p. 104;Hesketh & Laidlaw 2002, p. 246). As per some scholars, this type of feedback is known as constructive feedback (Aslam & Khan 2020;Nyiramana 2017). However, "the effectiveness of feedback is influenced by the credibility of the person giving the feedback, the message itself and the recipient's readiness to respond" (Hesketh & Laidlaw 2002, p. 246).…”

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