Effect of Feedback on the Task Performance of Grade 4 Students

Abstract

Previous studies associated feedback to positive improvements in both the performance and behavior of students. This study evaluated the effects of feedback on the task performance of the grade 4 students in the context of learning multiplication in mathematics subject. Through an experimental research, the feedback given to the students was in the form of multiplication by hand technique. There were 40 randomly selected participants distributed equally to the control and experimental groups. Through the research-made test question, which is a 15-item multiplication questions, the experiment was carried out virtually through the assistance of the classroom teachers. The findings showed that the pretest results showed no difference on the performances of participants in both the control and experimental groups. After the implementation of the posttest, students in the control group showed no change in performance. However, students in the experimental group had higher performance in the posttest. The results showed that students who received feedback on multiplication skills had improved performance compared to the students who did not received any feedback. This study argues that providing students feedback regarding their performance improves their behavior and performance. This study recommends the employment of feedback across grade levels and subject areas.