Unveiling pedagogical dynamics: a comprehensive examination of teachers’ feedback on academic performance of Senior High School students

Abstract

Teacher feedback has a significant influence on students' academic performance, motivation, and learning. This study investigated the impact of teacher feedback on the academic performance and engagement of Senior High School students, aiming to identify best practices for effective feedback delivery. A sequential explanatory mixed-methods research design was utilized, beginning with structured survey questionnaires administered to 4 teachers and 254 Grade 12 students at the University of Baguio High School. Quantitative data were analyzed using descriptive statistics. This was followed by qualitative, semi-structured interviews with selected teachers and students, which were analyzed through thematic analysis. Findings revealed that students highly valued written comments, verbal suggestions, and one-on-one consultations, perceiving feedback as crucial for understanding mistakes, improving work quality, and enhancing learning. Teachers frequently used rubrics and verbal feedback, often provided written comments, one-on-one consultations, and online feedback, but rarely peer feedback. Student perceptions of feedback did not significantly differ across academic strands. Both positive and constructively delivered critical feedback motivated students, who emphasized the importance of specific, actionable, clear, and encouraging delivery. Teachers expressed a need for more time, personalization, and student reflection opportunities.