Teachers’ Feedback Practice and Students’ Academic Achievement: A Systematic Literature Review

Abstract

Previous literature on teachers’ feedback practices has revealed that feedback has a strong effect on students’ academic performance. Nevertheless, feedback is a challenge for teachers to use in teaching and the learning environment due to time constraints and teachers’ inability to provide students with feedback they need for self-improvement. Furthermore, teachers are often unsure whether the feedback given will meet students’ academic needs as students have to work on improving themselves after receiving feedback from their respective teachers. Hence, it is necessary to determine how teachers’ feedback correlates with students’ performance in school. Feedback highlights students’ strengths guides them on how to develop and regulate their learning strategies. Feedback also provides better learning opportunities, while simultaneously guiding them to improve their current weaknesses. This paper presents a comprehensive review of past studies about feedback and its impacts on students’ learning in the classroom. This paper is using systematic literature review (SLR) to explore the connection between students’ academic performance and teachers’ feedback. The analysis discovered that although teachers’ feedback played a significant role in helping students improve themselves academically and in motivating them to become independent, feedback, particularly in written form, could negatively influence or impede learning.

Impact of Learning Motivation on Students’ Academic Achievement: Mediating Role of Constructive Feedback

“…Findings of the study conclude that overall learning motivation through constructive feedback has a significant impact on students' academic achievement in Chemistry subject.This findings are aligned with Fatima et al (2021) who argued the same that feedback is an integral part of any performance test. Students take constructive feedback positively in the evaluation and perform better as they know that learning happens with practice (Selvaraj et al, 2021). Finding of the study also suggest that the feedback that is delivered effectively has the power to increase effort, motivation, and engagement (Aslam, Khan, & Oad, 2021).…”

Exploring the Factors and Levels of Students’ Autonomy in Language Learning

“…The feedback gave students a sense of appreciation which made students feel appreciated. As stated by Selvaraj et al, (2021), giving feedback is important because it may influence students' perceptions of the teachers' intentions and drive students to strive to be better. This dynamic between teacher and students would create a healthy learning environment which could strengthen the bond between teacher and students.…”

Constructive Feedback, Learning Motivation and Academic Achievement in Chemistry Subject: Qualitative Experiences from Classroom Intervention

“…Findings align with Fatima et al (2021), who argued the same point that feedback is an integral part of any performance test. Students take constructive feedback positively in the evaluation and perform better as they know that learning happens with practice (Selvaraj et al, 2021). Wisniewski et al (2020) and Hattie's (2009) meta-analysis also confirmed that feedback is essential due to its cognitive influences in any teaching-learning process.…”