TEACHERS’ FEEDBACK: INPUT TO TEACHERS INSTRUCTIONAL
PROCESS IN SCIENCE MAJOR SUBJECTS
CHRISELLE D. CELINO
MICA F. ATICO
SHAIRA MAE A. BERANO
A Thesis Submitted to the Faculty of College of Education,
Capiz State University - Main Campus, Roxas City,
in Partial Fulfillment of the Requirements
for the Degree
Bachelor of Secondary Education
Major: Science
2022
College of Education
APPROVAL SHEET
Thesis Title: Teachers’ Feedback: Input to Teachers Instructional Process in Science Major
Subjects
Student: Celino, Chriselle D., Atico, Mica F., Berano, Shaira Mae A.
Course: Bachelor of Secondary Education Major in Science
Advisory Committee:
JENELYN L. FAELANGCO, MAT
Adviser
_______________
Date
MA. CONSUELO Y. YAP, EdD
Member
_______________
Date
GINALYN G. DACLES, MS
Member
_______________
Date
Recommending Approval:
ARLYN L. MARTINEZ, MAT
Program Chair
_______________
Date
EMMANUEL D. DAYALO, EdD
Research Coordinator
_______________
Date
Approved:
HAZEL D. JOAQUIN, PhD
Dean
_______________
Date
Research No: _______________
ii
College of Education
ACCEPTANCE SHEET
In partial fulfilment of the requirements for the degree, Bachelor of Secondary Education
major in Science, this research entitled “Teachers’ Feedback: Input to Teachers
Instructional Process in Science Major Subjects”, prepared and submitted by Celino,
Chriselle D., Atico, Mica F., Berano, Shaira Mae A. has been evaluated and
recommended for Final Oral Examination.
JENELYN L. FAELANGCO, MAT
Adviser
Approved by the Examining Committee with the grade of _____________ on
__________________, 2022.
ARLYN L. MARTINEZ, MAT
Member
EMMANUEL D. DAYALO, EdD
Member
HAZEL D. JOAQUIN, PhD
Chairperson
Accepted as a partial fulfillment of the requirements for the degree, Bachelor of
Secondary Education major in Science.
HAZEL D. JOAQUIN, PhD
Dean
iii
ACKNOWLEDGMENT
The researchers wish to express their sincere appreciation and profound gratitude
to the following who have made this research endeavor possible:
To precious God Almighty, for the outpouring blessings that He gave the
researchers, for the wisdom, understanding, and the clear and peaceful mind He gave them
while the research was going on;
To Dr. Hazel D. Joaquin, Dean of College of Education, for the patience and
guidance in teaching the researchers how to do and conduct the research, make it
successful, useful in the future and for allowing the researchers to conduct the study.
To Dr. Ma. Consuelo Y. Yap, for sharing her pearls of wisdom during the research
process and who inspired many valuable thoughts for this research and documentation, and
for her affectionate accommodation during the consultations and advice throughout the
completion of this research;
To Prof. Jenelyn L. Faelangco, the researchers’ adviser, for the motherly
encouragement to finish the research and for the patience and guidance in teaching the
researchers how to do and conduct the research to make it successful and useful in the
future;
To Prof. Ginalyn G. Dacles, for the remarkable suggestions that made the study
more useful to other researchers and for unselfishly sharing her knowledge about research;
To the second year, third year, and fourth year Science major students of Capiz
State University- Main Campus, for their cooperation and active participation in the study,
without which, this research will not be materialized;
iv
To the supportive parents, for their steadfast love and support, morally and
financially. Also, their firm understanding added confidence to the group.
Finally, a million and one thanks to all those who are in one way or another, helped
in the completion of this research!
To God be the Glory!
C.D.C
M.F.A
S.M.A.B
v
TABLE OF CONTENTS
PRELIMINARIES
PAGE
Title Page
Approval Sheet
Acceptance Sheet
Acknowledgement
Table of Contents
List of Tables
List of Figures
List of Appendices
Abstract
i
ii
iii
iv
vi
viii
ix
x
xi
CHAPTER
I
INTRODUCTION
Background of the Study
Statement of the Problem
Theoretical Framework
Conceptual Framework
Significance of the Study
Scope and Limitations of the Study
Definition of Terms
1
1
2
4
4
5
6
7
II
REVIEW OF RELATED LITERATURE
Definition of Feedback
Related Studies
Model of Feedback
The Impact of Teachers’ Feedback on Academic
Performance of Students
9
9
10
12
13
III
METHODOLOGY
Research Design
Locale of the Study
Respondents of the Study
Sample Size
Sampling Techniques
Research Instrument
Reliability of the Instrument
Data Gathering Procedure
Statistical Tools
17
17
18
18
18
19
21
21
22
23
IV
RESULTS AND DISCUSSIONS
Level of influence in teachers’ feedback as
vi
24
24
perceived by the students in terms
of Performance, Competence,
and Participation
V
Commonly used types of teachers’ feedback
in the instructional process in Science
major subjects
26
Qualities of a good teachers’ feedback preferred
by the students in the instructional process
in Science major subjects
28
Commonly used type of feedback and influence of
teachers feedback as perceived by the students
in terms of Performance, Competence,
and Participation
30
Qualities of a good feedback and influence of teachers
feedback as perceived by the students in terms of
Performance, Competence, and Participation
31
SUMMARY, CONCLUSIONS AND
RECOMMENDATIONS
33
Summary of Findings
33
Conclusions
35
Recommendations
37
REFERENCES
CURRICULUM VITAE
APPENDECIS
38
43
47
vii
LIST OF TABLES
TABLES
TITLE
PAGE
1
Distribution table of the respondents from 2nd year to 4th
year Science major students
20
2
Quantification used in the research questionnaire
21
3
Level of influence in teachers’ feedback as
perceived by the students in terms of
Performance, Competence, and
Participation
25
4
Commonly used types of teachers’ feedback
in the instructional process in Science
major subjects
27
5
Qualities of a good teachers’ feedback preferred
by the students in the instructional process in
Science major subjects
29
6
Commonly used type of feedback and influence
of teachers’ feedback as perceived by the
students in terms of performance,
competence, and participation
31
7
Qualities of a good feedback and influence of
teachers’ feedback as perceived by the
students in terms of performance,
competence, and participation
32
viii
LIST OF FIGURES
FIGURE
TITLE
PAGE
1
Influence of teachers' feedbacks in Science major subjects as
perceived by students.
5
ix
LIST OF APPENDICES
APPENDIX
TITLE
PAGE
A
Nomination for the Advisory Committee
48
B
Request Letter for Approval of the Thesis Title
49
C
Request Letter for Approval of the Proposal – Oral
Presentation
50
D
Permission/Approval Letter to Conduct the Study
51
E
Application for Final – Oral Presentation
52
F
Research Instrument
53
G
Mean and SPSS Results
59
H
Output: Infographics
66
I
Grammarian/ English Editor Certification
67
J
Statistician Certification
68
K
Documentation
69
x
ABSTRACT
Celino, Chriselle D., Atico, Mica F., Berano, Shaira Mae A., Capiz State University,
Main Campus, Roxas City, May 2022. Teachers’ Feedback: Input to Teachers
Instructional Process in Science Major Subjects.
Thesis Adviser: Jenelyn L. Faelangco, MAT
Teachers’ feedback is one of the most powerful influences on learning and
achievement of students. The purpose of giving feedback is to point out strengths and
provide comments on areas for improvement and development. This study aimed to
determine the influence of teachers' feedback in terms of performance, competence, and
participation as perceived by the Science major students of Second year, Third year, and
Fourth year in Capiz State University- Main Campus. Specifically, it determined the
commonly used types of teachers’ feedback, the qualities of a good feedback, and the
relationship between the influence as perceived by the students in terms of commonly used
type of feedback and qualities of a good feedback.
This study employed the Descriptive-Correlational design. A total of 129 Science
major students from Second year, Third year, and Fourth year of Capiz State University,
Main Campus, Academic Year 2020-2021 were the respondents of this study. The
researchers used researchers-made survey questionnaire in gathering data.
The major findings of the study were: the level of influence in teachers’ feedback
as perceived by the students in terms of performance is highly influencing. On the other
hand, in terms of competence the results shows that it is influencing. While the level of
influence in teachers’ feedback as perceived by the students in terms of participation is
highly influencing. Moreover, among all the different types of teachers’ feedback,
formative feedback is commonly used in instructional process in Science major subjects in
a form of oral feedback which requires verbal interaction between students and teachers.
xi
Furthermore, among all qualities of good teachers’ feedback, the most preferred by the
student is constructive feedback in a form of both positive and negative feedback.
The study further found out that there is no significant relationship between the
commonly used type of feedback and the influence perceived by the students in terms of
performance, competence, and participation. Moreover, in terms of the qualities of a good
feedback it was found to have no significant relationship with the Science major students’
competence. While the findings suggest that in terms performance and participation it was
found to have a significant relationship to students’ perception on the influence of teachers’
feedback.
Keywords: Influence, Types of feedback, Qualities of good feedback, Performance,
Competence, Participation
xii
CHAPTER I
INTRODUCTION
Background of the Study
Science is a subject that permeates one’s lives. It is a study of nature and behavior
of natural things and the knowledge gained about these things. Science is a subject with
particular branches such as chemistry, biology, physics and earth science. Scientific
literacy is a vital component of education and important to all people as science and
technology are part in our everyday lives (Arrison & Olson, 2012; DeBoer, 2000; Osborne,
Smith, & Collins, 2003).
Feedback is one of the most powerful influences on learning and achievement of
students. This can give impact can be either positive or negative most specifically to
learner’s performance. Providing feedback to students in order to effectively support their
learning processes and performances is crucial (Narciss, Körndle, Reimann, & Müler,
2004). Feedback can be defined as an informative response to a person as a result of his or
her action to correct it or prevent reoccurrences of similar action. The person receiving
feedback is expected to consider his or her real performance within the framework defined
by the feedback (Vasilyeva et al., 2007). Teachers’ feedback is really needed to ensure that
effective learning will take place. In prior research of Hattie and Timperley (2007), the
purpose of giving feedback is to point out strengths and provide comments on areas for
improvement and development. Clear, effective, meaningful feedback is a healthy way to
foster learning especially when teamed with personalization, such as addressing the
receiver by their name.
1
2
Frequently, feedback is viewed as a tool to help the learner. The less discussed
function of feedback is the factors that need to consider to help the educator to effectively
use feedback as an instrument in the instructional process.
In response to the aforementioned problem, the researchers aimed to determine the
influence of teachers' feedbacks in Science major subjects as perceived by students of
Second year, Third year, and Fourth year Science major students at Capiz State UniversityMain Campus, this study was entitled “Teachers’ Feedback: Input to Teachers Instructional
Process in Science Major Subjects”. This will therefore help to know how teachers'
feedback influences the instructional process in Science major subjects.
Statement of the Problem
Generally, this study was to determine the influence of teachers' feedback in
Science major subjects as perceived by students.
Specifically, this study aimed to answer the following questions:
1. What is the level of influence in teachers’ feedback as perceived by the students
in terms of:
a. performance
b. competence
c. participation
2. What type of teachers’ feedback are commonly used in the instructional process
in Science major subjects;
a. formal
b. informal
3
c. constructive
d. formative
e. summative
3. What are the qualities of a good feedback preferred by students in terms of;
a. motivation
b. engagement
c. constructive
4. Is there a significant relationship between the commonly used type of feedback
and influence of teachers’ feedback as perceived by the students in terms of
performance, competence, and participation?
5. Is there a significant relationship between the qualities of good feedback and
influence of teachers’ feedback as perceived by the students in terms of
performance, competence, and participation?
Hypotheses
1. There is no significant relationship between the commonly used type of feedback
and influence of teachers’ feedback as perceived by the students in terms of
performance, competence, and participation.
2. There is no significant relationship between the qualities of a good feedback and
influence of teachers’ feedback as perceived by the students in terms of
performance, competence, and participation.
4
Theoretical Framework
This study was anchored on Constructivist Learning Theory and Self-Regulated
Learning Theory which offer helpful lenses in understanding teachers’ feedback and
student’s performance in educational setting.
The Constructivist Learning Theory states knowledge is best gained through a
process of action, reflection and construction (Mascolo & Fischer, 2005). The theory of
constructivist learning, in which places the student at the centre of the feedback experience,
and frames feedback as an iterative, continuous part of learning that helps the learner to
develop independent skills in self- regulation and self- monitoring. Through providing
external information on how performance matches up to goals of achievement, educators
are developing critical reflection skills that help learners to calibrate capacity for their own
internal appraisal. The learner’s continuing comparison between internal and external
information, and heightened trust in self-evaluation over time, is strengthened through
regular opportunities for learners to self-evaluate.
Conceptual Framework
Teachers’ feedback has always been a subject of interest to every educational
institution. The subject shows the relationship between the factors of teachers’ feedback
and its influence as perceived by the Science major students in Capiz State University,
Main Campus.
5
Independent Variable
Dependent Variable
Factors of teachers’ feedback
such as:
Influence of teachers feedback in
terms of;
Commonly used type of
feedback
Qualities of a good feedback
a. performance
b. competence
c. participation
Figure 1. Influence of teachers' feedbacks in Science major subjects as perceived by
students.
Significance of the Study
This study would give a contribution on the field of education in knowing the
influence of teachers’ feedback as perceived by the students. The data gathered would
provide a broad knowledge about the influence of teachers’ feedback in the instructional
process. Specifically, this study would be useful to the college students, teachers, parents
(particularly of the Capiz State University – Main Campus), Science Teachers, Science
Supervisors and Curriculum Planners and other researchers who will be interested in
enhancing students’ academic performance by the utilization of teachers’ feedback.
Science major students. Significant and useful information gathered in this study
may help them in utilizing feedback as a teaching strategy that can improve their practices
and behavior as future teachers especially in enhancing students’ academic performance.
Teachers. This study would be very significant to the teachers, particularly to the
Science teachers. Depending on the performance of the students, it will likewise help them
6
improve their teaching skills and methods of teaching which can be used in teaching
Science subjects and will eventually lead to their students' progress in Science.
Science Supervisors and Curriculum Planners: Significant and useful
information gathered in this study may help them in formulating or innovating strategies
to improve students’ learning.
Parents. This study is significant to the parents because the results of this study
would make them realize the difficulties and problems encountered by their children in
school, thus they will be aware of the proper guidance, love, care, attention and support to
their children in order to develop their interest in their study.
Future researchers. This would serve as reference for those who wish to make
similar studies using different variable and parameters.
Scope and Limitations of the Study
In general, the scope of the study was directed to determine the influence of
teachers' feedbacks in Science major subjects as perceived by students. 129 Science major
students from Second year, Third year, and Fourth year of Capiz State University, Main
Campus were the respondents of the survey.
However, the data had its limitations in terms of data gathering and finding
respondents due to the pandemic. As the study was not conducted in person, to some extent,
might affect data interpretations. Furthermore, social media platforms such as Google
forms was used as a medium for data gathering and might be also a limitation as we can't
predict the stability of internet connection.
7
Definition of Terms
For the purpose of clarification and understanding, the following terms are
conceptually and operationally defined by the researchers:
Competence. According to Mulder (2011), competence is the “capability to
perform effectively”. Operationally, it refers to the ability to perform effectively of the
Second year, Third year, and Fourth year Science major students in their Science major
subjects.
Feedback. Feedback is one of the most beneficial and effective teaching and
learning strategies and has an immediate influence on learning progress (Hattie, 2009). In
this study, it refers to the strategy to be used in enhancing students’ performance in their
Science major subject.
Influence. Influence is the ability or power of a person or object to persuade or
influence the actions, actions, or opinions of others (Kundu, 2016). In this study, influence
refers to the perception of the Science major students to the feedback used by their Science
major teachers.
Instructional Process. The teaching or learning activity considered as a process,
called the instructional process, which starts with the definition of what the learners should
know and finishes with the evaluation of what the learners actually know (Dick and Carey,
2005). Operationally, it refers to the process of teaching given to the Science major students
in their Science major subjects at Capiz State University – Main Campus.
Participation. Participation is a technique used to bring ‘‘students actively into the
educational process’’ and to assist in ‘‘enhancing teaching and bringing life to the
classroom discussion’’ (Cohen, 1991, p. 699). In this study, it refers to the active
8
engagement process of the Second year, Third year, and Fourth year Science major
students in their Science major subjects.
Performance. Students or academic performance is the knowledge gained which
is assessed by marks by a teacher and/or educational goals set by students and teachers to
be achieved over a specific period of time (Narad & Abdullah, 2016). Operationally, it
refers to the performance of the Second year, Third year, and Fourth year Science major
students in their Science major subjects.
Science major students. Operationally, the term refers to the Second year, Third
year, and Fourth year Science major students of Capiz State University- Main Campus
taking up Bachelor of Secondary Education major in Science who are the respondents of
this study.
CHAPTER II
Review of Related Literature
This chapter presents a review of related literature relevant to the present study. It
consists of related literature and studies whose implications are to some extent related to
the investigation at hand.
Definition of Feedback
Feedback is central to the development of effective learning, and teaching process.
Feedback is conceptualized as information provided by associate degree agent (e.g.,
teacher, peer, book, parent, self, experience) relating to aspects of one's performance or
understanding. A teacher or parent will offer corrective information, a peer will offer an
alternate strategy, a book will offer data to clarify concepts, a parent will offer
encouragement, and a learner will search the solution to gauge the correctness of a
response. Feedback may be a "consequence" of performance.
Feedback is a key aspect in assessment and is fundamental in enabling students to
learn from assessment (Irons, 2008). Formative assessments can be taken as any task that
creates feedback to students about their learning. The main focus of formative assessment
(and formative feedback) is to help students understand the level of learning they have
achieved and clarify expectations and standards.
Furthermore, feedback serves to correct mistakes and develop perceiving through
explanations; generate a lot of learning by characteristic any study tasks; promote the
utilization of generic skills as ideas square measure applied to complete the assign tasks;
facilitate students understand their method of learning (metacognition); and encourage any
study (Gibbs, 2008).
9
10
Feedback is a vital part of the assessment process. It has a crucial effect on student
learning and described as “the most powerful single agent that enhances achievement”
(Hattie, 2007)
Related Studies
According to the study of Sadler (2009), in instructional purpose the feedback
provides an information specially relating to the task or process of learning that fills a gap
between what is understood and what is aimed to be understood, and it can be done in a
distinct way. These may be through affective processes, such as augmented effort,
encouragement, or engagement. On the other hand, the gap may be lessened through a
number of various cognitive processes, including reformation understandings, emphasizing
to students that they are correct or incorrect, indicating that more information is available
or needed, pointing to directions students could pursue, and/or indicating other strategies
to understand particular information.
Results of the study of Hattie and Timperley (2007), found out that quality feedback
has major impact on student learning achievements. Most improvements in student
learning were recorded when students receive feedback about how to do a task effectively.
Darling- Hammond (2008) asserts that using feedback and formative assessment
continuously has immense implications for effective teaching and learning. She notes that
structuring performance-based assessments thoughtfully and concretely allows students to
stretch beyond a basic demonstration of their abilities and nurture them to improve upon
their own work.
Nicol and MacFarlane-Dick (2009), suggest that good feedback practice facilitates
the development of self-assessment and reflection in learning; structured opportunities for
11
self-monitoring comprise a critical part of the process. They also advocate the delivery of
high-quality information to students about their learning, where quality can be interpreted
as insight that focuses not only on pinpointing strengths and weaknesses in student work
but also offering corrective, constructive advice for development that relates back to the
goals of the task. They also recommend encouraging peer and teacher dialogue rather than
viewing learning as a process that involves a unidirectional transmission of information,
deliberations with the instructor and with classmates may be highly motivational and may
also encourage students to view their own work with greater detachment.
According to the study of Yorke (2010) discovered that sensible feedback helps
educators to boost their
performance. Educators need rational information regarding
however their students conventionally evaluate improvement in order that they will refine
their teaching consequently. A good feedback mechanism facilitates the improvement of
self-assessment in learning likewise as encourages positive psychological feature beliefs
and vanity (Nicol and Macfarlane-Dick, 2009).
The
purpose
of
educational feedback, whether designedly or
accidentally,
is
complicated and much from remarkable in nature. The feedback is an often-associate
degree of encouragement to the recipient, it will facilitate to inculcate confidence in any
marks given, and it will be improved to focus the mind of the evaluator, still as providing
the
essential
insight to
facilitate an
improvement both
for an
educator and a
student (Carless, 2011).
According with the Quality Assurance Agency’s Code of Practice (2012), that
places the promoting of student learning by providing the learner with feedback, ordinarily
to facilitate improve his/ her performance at the highest of their inclusion list of the
12
objectives of assessment and states that institutes ought to offer relevant and timely
feedback to students on assessed work the way that promotes learning and facilitates
improvement.
Furthermore, the study of Thomas & Sondergel (2015) investigates the impact of
scaffolded feedback instruction provided through an undergraduate methods course. They
figure out that if feedback is not given within a timely manner, it loses its potency and
overall meaning, because if it is not timely students may not even be able to remember the
initial learning task or their thinking behind it. Immediate feedback (given directly after a
student has responded to or completed a task) works better for knowledge of facts, but
delayed feedback might be more effective on complex tasks to allow the student time for
reflection and thought.
On the contrary according to Hattie, (2009) not all feedback is that the same and
not all feedback is equally effective in promoting learning.
Model of Feedback
Price et al. (2010) view of a better way to do feedback, underpinned by the theories
of constructivist learning, in which places the student at the center of the feedback
experience, and frames feedback as an iterative, continuous part of learning that helps the
learner to develop independent skills in self- regulation and self- monitoring. Through
providing external information on how performance matches up to goals of performance,
educators are developing critical reflection skills that help learners to calibrate capacity for
their own internal appraisal. The learner’s continuing comparison between internal and
external information, and heightened trust in self-evaluation over time, is strengthened
through regular opportunities for learners to self-evaluate.
13
Similarly, in view of the study of Sadler et al (2009) they point out the value of
actively engaging learners in self-assessment and therefore developing sustainable learning
practices.
Students use internal and external feedback to evaluate the strengths and deficits in
their performance, so that high quality characteristics or behaviors can be reinforced, and
that less than optimal characteristics can be modified. Once again, the major conceptions
of feedback emphasize that feedback is a tool for the learner’s benefit.
The Impact of Teachers’ Feedback on Academic Performance of Students
A key feature in effective use of feedback is that it must encourage “mindfulness”
in students’ responses to the feedback (Shute, 2007).
Rakoczy et al (2013) analysis found significant variability in the effects of feedback. They
described that feedback about a particular task and how to do it is more effective than
feedback that focuses on praise or on punishments and rewards.
According to Hattie (2012), feedback needs to address the questions of what the
goals are, where the student currently stands in relation to those goals, and what the next
steps should be for reaching the goals. He also noted that feedback focused on the level of
the task, the processes required to complete the task, and self-regulatory task-related
activities are more effective than is feedback focused on the person (typically, praise).
In the study of Sendziuk (2010) asserted that feedback has effects of permitting
learners to enhance their performance and promoting knowledge execution and skill. The
key to understanding the effects of feedback as it occurs via formative assessment in formal
learning settings has to do with in which supports the claim of Strijbos, Narciss and
Dunnebier (2010) call the mindfulness with which it is received or what Hattie (2012) call
14
actively processing the information. If students successfully process the feedback that they
receive, there is insignificant reason to believe that the feedback will have a positive effect
on learning. But most research on feedback links feedback directly to subsequent
achievement without considering the degree to which the feedback is successfully
interpreted and processed.
Findings of the research in Ghana shows that typically receive some level of
feedback on the specifics related to their performance (Thurlings et al, 2013). The response
that students receive often serves as a summary of their performance and provides
information on how they can improve.
According to the study conducted by Wiliam and Thompson (2007) the use of formative
assessment to enhance student achievement has undergone a renaissance in recent years,
leading to a variety of studies examining aspects of the relationship between formative
assessment and students’ ability to profit academically from such assessment.
Thurlings et al (2013) suggest that feedback should be selective, building on what
is presently significant to students and giving attention to what has been taught in the
classroom.
To assist in understanding the purpose, effects, and types of feedback, it is useful
to consider a continuum of instruction and feedback. At one end of the continuum is a clear
distinction between providing instruction and providing feedback. However, when
feedback is combined with more a correctional review, the feedback and instruction
become intertwined until the process itself takes on the forms of new instruction, rather
than informing the student solely about correctness (Kulhavy, 2013).
15
To take on this instructional purpose, feedback needs to provide information
specifically relating to the task or process of learning that fills a gap between what is
understood and what is aimed to be understood (Sadler, 2009), and it can do this in a
number of different ways. These may be through affective processes, such as increased
effort, motivation, or engagement.
Alternatively, the gap may be reduced through a number of different cognitive
processes, including restructuring understandings, confirming to students that they are
correct or incorrect, indicating that more information is available or needed, pointing to
directions students could pursue, and/or indicating alternative strategies to understand
particular information.
Winne and Butler (2014) provided an excellent summary in their claim that
feedback is information with which a learner can confirm, add to, overwrite, tune, or
restructure information in memory, whether that information is domain knowledge, metacognitive knowledge, beliefs about self and tasks, or cognitive tactics and strategies.
Feedback has no effect in a vacuum; to be powerful in its effect, there must be a
learning context to which feedback is addressed. It is but part of the teaching process and
is that which happens second-after a student has responded to initial instruction- when
information is provided regarding some aspect of the student's task performance. It is most
powerful when it addresses faulty interpretations, not a total lack of understanding. Under
the latter circumstance, it may even be threatening to a student: If the material studied is
unfamiliar or abstruse, providing feedback should have little effect on criterion
performance, since there is no way to relate the new information to what is already known
(Kulhavy, 2013).
16
Teachers’ feedback on students’ academic performance (Ampofo, 2019), should
efficiently and effectively be of great concern to all educationist. Contrary to the study of
Sadler (2010) who posited that different qualities of feedback have indirectly effects of
permitting learners to enhance their comprehension quality and promoting knowledge
execution and skill.
Most improvements in student learning were recorded when students receive
feedback about how to do a task effectively. They also found that learning achievement is
low when feedback focused on “praise, rewards and punishments”. It is most effective
when the goals are measurable and achievable. Universities should focus on how appraisal
and feedback systems improve students’ performance. Measures should be developed to
assess the effectiveness of the feedback process and this include informing lecturers of the
benchmarks against which performance is assessed.
CHAPTER III
METHODOLOGY
This chapter presents the research design of the study, locale of the study, the
respondents of the study, sampling technique, research instrument and the procedure of
gathering data.
Research Design
Descriptive-correlational was employed for this study where an independent
variable explains a dependent variable. Travers and Gay (Garingo, 2007) defined
descriptive research as involving collection of data in order to test the hypotheses or the
subject of the study. It determines and report the things they are. The process of descriptive
research goes beyond more gathering and tabulation of data. This description is often
combined with comparison and contrast involving measurements, classification and
evaluation (David, 2002).
On the other hand, correlation research design involves the examination of two or
more sets of data for a single group of subject (Fraendel, 2003). This design likewise helps
to determine the extent to which different variables are related to each other.
In this study, the main purpose was to determine the influence of teachers'
feedbacks in Science major subjects as perceived by students of Second year, Third year,
and Fourth year at Capiz State University, Main Campus. Therefore, descriptivecorrelational was considered to be suitable for this study because it had determined to what
degree of relationship existed between factors of teachers’ feedback and student’s
perception.
17
18
Locale of the Study
The study was conducted at the College of Education Capiz State University- Main
Campus, Fuentes Drive, Roxas City province of Capiz during the first semester of the
Academic Year 2021-2022.
Respondents of the Study
The target population consisted of 129 Science major students of Second year,
Third year, and Fourth year in Capiz State University, Main Campus of the first semester
of Academic year 2020-2021. The university has a student population of about 192. The
students themselves are those who are affected by teachers’ feedback.
Sample Size
The researchers gathered 192 total numbers of Second year to Fourth year Science
major students in Capiz State University at Roxas City Main Campus according to the
latest data provided by the school records.
To calculate the appropriate sample size from the population, Raosoft calculates
the Sample Size (Raosoft, 2004). The number of Second year to Fourth year Science Major
Students in Capiz State University at Roxas City Main Campus in a population of 192. For
the sample size the researchers used Raosoft to calculate. Then, the researchers used a
confidence level of 95% giving a 0.05 margin of error then the recommended sample size
result is 129.
19
Sampling Techniques
Stratified simple random sampling was used. According to Ampofo (2020), is a
variation of simple random sampling in which the population is partitioned into relatively
homogeneous group called strata and a simple random sampling is used to select from each
stratum. According to Vockell (1983), stratified random sampling is a strategy for selecting
samples in such a way that specific sub-groups (strata) will have a sufficient number of
representatives within the sample to provide sample numbers for sub-analysis of the
members of these sub-groups. This strategy enables you to determine to what extent each
stratum in the population is represented in the sample. Simple random sample technique
was then used to select respondents based on the given sample size.
The researchers draw a sample from Second year to Fourth year Science Major
Students in Capiz State University at Roxas City Main Campus. Due to the general
representativeness of a sample acquired through stratified random sampling,
generalizations from the sample's results to the population are reasonable.
To calculate an appropriate sample size from the population, the researchers used
the Stratified Random Sampling Formula which is given as below:
sample size
(
) x stratum size
population size
For the Second year respondents the calculated respondents is 41 the researchers
used 61 stratum size by adding up the sections 2A (28) and 2B (33) then by dividing the
population size and sample size and multiplying to the stratum size.
20
For the Third year respondents the calculated respondents are 42 the researchers
used 63 stratum size by adding up the sections 3A (33) and 3B (30) then by dividing the
population size and sample size and multiplying to the stratum size.
For the Fourth year respondents the calculated respondents are 46 the researchers
used 68 stratum size by adding up the sections 4A (35) and 4B (33) then by dividing the
population size and sample size and multiplying to the stratum size.
Based on the stratified calculation of respondents the survey therefore needs to
include a total of 129, Second year to Fourth year Science major students in Capiz State
University at Roxas City Main Campus. The researchers of the study decided to provide
an equal number of Second year to Fourth year Science major students in Capiz State
University at Roxas City Main Campus as their respondents (129 respondents) to equate
the perspective of Science major students regarding the Teachers Feedback Instructional
Process. Therefore, the total number of respondents is 129, which consists of Second year
to Fourth year Science major students in Capiz State University at Roxas City Main
Campus.
Table 1. Distribution table of the respondents from 2 nd year to 4th year Science major
students
YEAR
LEVEL
Second Year
Third Year
Fourth Year
Total
POPULATION
SIZE
61
63
68
192
SAMPLE
SIZE
129
129
129
STRATUM
SIZE
61
63
68
NUMBER OF
RESPONDENTS
41
42
46
129
21
Research Instrument
In order to obtain the desired data, researchers used researchers-made survey
questionnaire as a major instrument. The questionnaire is composed of a Likert 5 – point
scale survey questionnaire consists of 30 items that requires respondents to mark the degree
of agreement with the statement.
The researcher used the result from the questionnaires using Google form in order
to answer the questions about the topic and to formulate conclusions.
Legend stated below are the quantifications used in the research questionnaire.
Table 2. Quantifications used in the research questionnaire.
5
Strongly Agree
4
Agree
3
Neutral
2
Disagree
1
Strongly
Disagree
For the descriptive interpretation of score, the following scale was employed:
Scoring the Items
To facilitate computation, the scoring interval is adopted.
Score
Verbal
Interpretation
Scoring Interval
Verbal
Interpretation
5
4
3
2
1
Strongly Agree
Agree
Neutral
Disagree
Strongly Disagree
4.21 – 5.00
3.41 – 4.20
2.61 – 3.40
1.81 – 2.60
1.00 – 1.80
Highly Influencing
Influencing
Neutral
Less Influencing
Least Influencing
Reliability of the Instrument
To test the reliability of the test, a pilot testing was conducted to the 30 first year
Science major students of Capiz State University who were not actually included as
respondents of the study. Reliability testing is important to ensure ethical standards were
22
maintained while collecting the data sample, to check the availability of records on each
response, and to ensure that the questions were easily answered in which no error had
occurred. The initial items that will be taken from the sources will be classified and
analyzed by the researcher before it will be submitted to the adviser for comments.
The results of the pilot test were tested using the Cronbach alpha. Cronbach alpha
is a measure of internal consistency, that is, how closely related a set of items are as a
group. It is considered to be a measure of scale reliability (Bruin, J. 2006). The result
revealed a 0.99 cronbach alpha value which was interpreted as excellent.
After the interpretation of the data, the items will were xamined and analyzed by
the adviser. With her approval, the questionnaire was submitted to advisory committee for
validation. The members of the advisory committee are experts and experienced teachers
in Science major subjects. Changes and improvement on the items were consequently made
as per advisory committee suggestions.
Data Gathering Procedure
The data in this study were gathered after administering the survey questionnaire
to the 129 Science major students from Second year, Third year, and Fourth year of Capiz
State University, Main Campus. The researchers asked permission from the Dean before
the conduct of the study and were guided by the subject teachers to administer the survey
questionnaire for students during their classes in Science major. Having established the
validity and reliability of the questionnaire, the research instrument was distributed
according to the total sample size of the respondents. Students were given approximately
one (1) hour to answer the questionnaire. They were guided by the researchers while
23
answering the questionnaires. The researchers used Google Form in administering the
research instrument to the respondents. After the completion of the survey questionnaire,
the researchers tally the collected data and it undergone computation and analysis using
Microsoft Excel and Statistical Package for Social Science (SPSS) software. The computed
data were examined and validated by the researchers’ adviser.
Statistical Tools
The data gathered for this study were subjected to the following computerprocessed statistics.
Mean. This was used to describe the respondents in terms of the variables.
Independent variables which were external factors are the commonly used type of
feedback and qualities of a good feedback. While the dependent variable is the
influence of teachers’ feedback in terms of performance, competence, and
participation as perceived by the students.
Pearson r. This was used to find the relationship between the factors of teachers’
feedback and the influence on students’ perception.
CHAPTER IV
PRESENTATION, ANALYSES, AND INTERPRETATION OF DATA
The gathered data are presented, analyzed, and interpreted in this chapter. The data
presented in each table was preceded by textual discussion.
Level of influence in teachers’ feedback as
perceived by the students in terms
of Performance, Competence,
and Participation
Table 3 shows the influence of teachers’ feedback in terms of performance,
competence, and participation as perceived by Second year, Third year and Fourth year
Science major students with calculated mean score and interpretation. The influence of
teachers’ feedback in terms of performance is highly influencing. This was shown by the
mean average of 4.67. The result shows that in terms of performance the most prevalent
aspect is feedback guides students on their performance which has mean average of 4.22
and interpreted as highly influencing.
On the other hand, when classified into competence it is interpreted as influencing
which has the average mean of 4.15. In terms of competence, the most prevalent aspect is
feedback promotes student learning which has the average mean of 4.26 and interpreted as
highly influencing.
The average mean of the influence of teachers’ feedback when classified as
participation the average mean is 4.41 which was interpreted as highly influencing.
Feedback encourage students to be more active and participative in class activities is the
24
25
most prevalent aspect in terms of participation which has the average mean of 4.44 and
was interpreted as highly influencing.
The above result is consistent with a study by Sendziuk (2010) who asserted that
feedback has effects of permitting learners to enhance their performance and promoting
knowledge execution and skill. The result of this study also confirms to the study by
Wiggins (2012) who postulated that feedback arouse interest of students, brings
motivational value, provides reinforcement effect and correctional information to students
and informs students of their successful performance in learning process.
Table 3. Level of influence in teachers’ feedback as perceived by the students in terms
of Performance, Competence, and Participation
Influence of Teachers’
Feedback
Performance
Feedback guides students on
their performance
Mean
Verbal Interpretation
4.67
4.22
Highly Influencing
Highly Influencing
Competence
Feedback promotes student
learning
4.15
4.26
Influencing
Highly Influencing
Participation
Feedback encourage students
to be more active and participative
in class activities
4.41
4.44
Highly Influencing
Highly Influencing
Interpretation is based on the following scale:
4.20 – 5.00 :Highly Influencing
3.40 – 4.19 :Influencing
2.60 – 3.39 :Neutral
1.80 – 2.39 :Less Influencing
1.00 – 1.79 :Least Influencing
26
Commonly used types of teachers’ feedback
in the instructional process in Science
major subjects
Table 4 shows the commonly used types of teachers’ feedback of Second year,
Third year and Fourth year Science major students with calculated mean score and
interpretation. The types of teachers’ feedback when classified as formal feedback is
influencing. This was shown by the mean average of 3.55. The result shows that in terms
of formal feedback the most prevalent form used is showing score (which questions are
correct/incorrect) which has the mean average of 4.09 and interpreted as influencing.
The types of teachers’ feedback when classified as informal feedback is interpreted
as neutral which has the average mean of 3.09. In terms of informal feedback, the most
prevalent form used is verbal feedback on impromptu questions during class discussion or
lecture which has the average mean of 3.72 and interpreted as influencing.
The average mean of the types of teachers’ feedback when classified as constructive
feedback has the average mean of 3.32 which was interpreted as neutral. Positive feedforward – affirming comments about future behavior is the most prevalent form of
constructive feedback which has the average mean of 3.42 and was interpreted as
influencing.
On the other hand, the types of teachers’ feedback when classified as formative
feedback is highly influencing. This was shown by the mean average of 4.27. The result
shows that in terms of formative feedback the most prevalent form used is oral feedback
which requires verbal interaction between students and teachers which has the mean score
of 4.22 and interpreted as highly influencing.
27
The types of teachers’ feedback when classified as summative feedback is
interpreted as influencing which has the average mean of 3.83. In terms of summative
feedback, the most prevalent form used is teachers give final projects at the end of semester
which has the average mean of 4.02 and interpreted as influencing.
The implication of this result means that the commonly used type of feedback in
Science major subjects of Capiz State University, Main Campus is Formative feedback in
a form of oral feedback which requires verbal interaction between students and teachers.
This result is supported by the study conducted by Sommers (2012, who asserted
that formative feedback over the summative one for grades are seen as an end in themselves
and scarcely contribute to learning improvement. According to Harmer (2008) teachers
always used feedback that is selective, building on what is presently significant to students
and giving attention to what has been taught in the classroom.
Table 4. Commonly used types of teachers’ feedback in the instructional process in
Science major subjects
Types of Teachers’
Feedback
Formal Feedback
Showing
score
(which
questions are correct/incorrect)
Mean
3.55
4.09
Verbal
Interpretation
Influencing
Influencing
Informal Feedback
Verbal
feedback
on
impromptu questions during
class discussion or lecture
3.09
3.72
Neutral
Influencing
Constructive Feedback
Positive
feed-forward
–
affirming comments about future
behavior
3.32
3.42
Neutral
Influencing
Formative Feedback
4.27
Highly Influencing
28
Oral feedback which requires
verbal
interaction
between
students and teachers
4.22
Highly Influencing
Summative Feedback
Teachers give final projects at
the end of semester
3.83
4.02
Neutral
Influencing
Interpretation is based on the following scale:
4.20 – 5.00 :Highly Influencing
3.40 – 4.19 :Influencing
2.60 – 3.39 :Neutral
1.80 – 2.39 :Less Influencing
1.00 – 1.79 :Least Influencing
Qualities of a good teachers’ feedback preferred
by the students in the instructional process
in Science major subjects
Table 5 shows the qualities of a good feedback as preferred by the Second year,
Third year and Fourth year Science major students with calculated mean score and
interpretation. The qualities of a good feedback when classified as motivational is highly
influencing. This was shown by the mean average of 4.51. In terms of motivational,
feedback should be concise and focused on the areas of strength and areas of growth that
will have the greatest impact to students has the average mean of 4.33 which was
interpreted as highly influencing.
The average mean of the qualities of a good feedback when classified as engaging
has the average mean of 4.27 which was interpreted as highly influencing. Feedback should
be personalized and engaging to ensure it reaches the student is the most prevalent form of
a good feedback to be engaging which has the average mean of 4.41 and was interpreted
as highly influencing.
The qualities of a good feedback when classified as constructive is interpreted as
highly influencing which has the average mean of 4.74. Both positive and negative
29
feedback should be given to students simultaneously to help them realize their
achievements and reflect on the areas need for improvements is the most prevalent form of
a good feedback classified as constructive which has the average mean of 4.66 and was
interpreted as highly influencing.
Findings suggests that among all the qualities of a good feedback students preferred
the Constructive feedback in a form of both positive and negative feedback should be given
to students simultaneously to help them realize their achievements and reflect on the areas
need for improvements.
Consequently, many students believe that constructive feedback has a significant
impact on developing creative thinking skills across different academic disciplines,
expanding their thinking and helping them evaluate different perspectives critically (Rae
& Cochrane, 2008). Fong et al., (2018) also cited that, if students know how to interpret
and use feedback effectively, accepting one’s frustration provoked by negative comments
may lead to acknowledging the constructive part of the feedback. This results also
supported by (Pekrun, et al., 2014) who cited that both positive feedback and constructive
criticism can be beneficial for students, as positive comments increase the likelihood of
future success and the latter specify behaviors that can be used for improvement and thus,
give a sense of control for future outcomes.
Table 5. Qualities of a good teachers’ feedback preferred by the students in the
instructional process in Science major subjects
Qualities of a Good
Feedback
Motivational
Feedback should be concise
and focused on the areas of
strength and areas of growth that
Mean
4.51
4.33
Verbal
Interpretation
Highly Influencing
Highly Influencing
30
will have the greatest impact to
students
Engaging
Feedback
should
be
personalized and engaging to
ensure it reaches the student
4.27
4.41
Highly Influencing
Highly Influencing
Constructive
Both positive and negative
feedback should be given to
students simultaneously to help
them realize their achievements
and reflect on the areas need for
improvements
4.74
4.66
Highly Influencing
Highly Influencing
Interpretation is based on the following scale:
4.20 – 5.00 :Highly Influencing
3.40 – 4.19 :Influencing
2.60 – 3.39 :Neutral
1.80 – 2.39 :Less Influencing
1.00 – 1.79 :Least Influencing
Commonly used type of feedback and influence of
teachers feedback as perceived by the students
in terms of Performance, Competence,
and Participation
Table 6 shows the relationship between the commonly used type of feedback and
influence of teachers’ feedback as perceived by the students. Results revealed that there
was no significant relationship existed between the commonly used feedback and
performance with the p-value of 0.286 which was greater than the significant alpha of 0.05.
On the other hand, in terms of commonly used feedback and competence results revealed
that there is no significant relationship with the p-value of 0.090 which was greater than
the significant alpha of 0.05. Moreover, in terms of commonly used feedback and
participation the p-value is 0.016 which was greater than the significant alpha of 0.05 and
31
shows that there is no significant relationship between commonly used feedback and
participation.
Therefore, the null hypothesis stating that the commonly used type of feedback has
no significant relationship with the influence of teachers’ feedback as perceived by the
students in terms of performance, competence, and participation is accepted.
The results of this study conform to the study of Sadler (2010) who posited that
different qualities of feedback have indirectly effects of permitting learners to enhance their
comprehension quality and promoting knowledge execution and skill. More so, the result
of this study contradicts to the study of Hattie and Timperley (2007) who noted that quality
feedback has significant impact on student learning achievements.
Table 6. Commonly used type of feedback and influence of teachers’ feedback as
perceived by the students in terms of performance, competence, and participation
Variables
Remarks
-0.094
p–
value
0.286
-0.149
0.090
ns
0.139
0.116
ns
correlation
ns
Commonly used type of feedback and
performance
Commonly used type of feedback and
competence
Commonly used type of feedback and
participation
Qualities of a good feedback and influence of teachers
feedback as perceived by the students in terms of
Performance, Competence, and Participation
Table 7 shows the relationship between the qualities of a good feedback and
influence of teachers’ feedback as perceived by the students. Results revealed that there
was a significant relationship between constructive quality of feedback and performance
32
with the p-value of <.001 which was lesser than the significant alpha of 0.05.When it comes
to competence the results shows that there was no significant relationship with constructive
quality of feedback with the p-value of 0.916 which was higher than the significant alpha
of 0.05. Furthermore, result shows that there was a significant relationship between
constructive quality of feedback and participation with the p-value of <.001 which was
lesser than the significant alpha of 0.05.
This result is supported by the study of Ampofo (2019). The study found out that
feedback help students to know the benefit of learning, encourages students to be more
active and participate in class activities, help students to internalize and process the
demands of task given to them by their teachers, increases self-esteem of students, guides
students on their performance, feedback deepen the understanding of students on their
performance and also clarify what students should do.
Table 7. Qualities of a good feedback and influence of teachers’ feedback as perceived
by the students in terms of performance, competence, and participation
Variables
Qualities of a good feedback and
performance
Correlation
0.347
p – value
<.001
Remarks
s
Qualities of a good feedback and
competence
-0.009
0.916
ns
Qualities of a good feedback and
participation
-0.507
<.001
s
CHAPTER V
SUMMARY, CONCLUSIONS, AND RECCOMENDATIONS
This chapter presents the summary of the study, the conclusions drawn from the
findings, and the recommendations derived in the conduct of the study which is to
determine the influence of teachers' feedbacks in Science major subjects as perceived by
Science major students.
Summary of Findings
Teachers’ feedback is one of the most powerful influences on learning and
achievement of students. The purpose of giving feedback is to point out strengths and
provide comments on areas for improvement and development. Most improvements in
student learning were recorded when students receive feedback about how to do a task
effectively. Frequently, feedback is viewed as a tool to help the learner. The less discussed
function of feedback is the factors that need to consider to help the educator to effectively
use feedback as an instrument in the instructional process.
This study aimed to determine the influence of teachers' feedbacks in terms of
performance, competence, and participation as perceived by the Science major students of
Second year, Third year, and Fourth year in Capiz State University- Main Campus.
Specifically, this study sought to determine the level of influence in teachers feedback as
perceived by the students in terms of performance, competence, and participation; to
determine what types of teachers’ feedback are commonly used in the instructional process
in Science major subjects; to determine what are the qualities of a good feedback preferred
by students; to determine if there is there a significant relationship between the commonly
33
34
used type of feedback and influence of teachers feedback as perceived by the students in
terms of performance, competence, and participation; and lastly, to determine if there is a
significant relationship between the qualities of good feedback and influence of teachers
feedback as perceived by the students in terms of performance, competence, and
participation.
This study was conducted at Capiz State University, Main Campus. The
respondents of the study were the 129 Science major students from Second year, Third
year, and Fourth year. The study employed quantitative research and utilized a descriptivecorrelational design. Data were gathered using researchers-made survey questionnaire. The
statistical tools used were mean and pearson r.
The major findings of the study were as follows:
The level of influence in teachers’ feedback as perceived by the students in terms
of performance is highly influencing. On the other hand, in terms of competence the results
shows that it is influencing. While the level of influence in teachers’ feedback as perceived
by the students in terms of participation is highly influencing.
Moreover, the result revealed that Formative feedback in a form of oral feedback
which requires verbal interaction between students and teachers is the commonly used type
of feedback. On the other hand, in terms of the qualities of a good feedback preferred by
the students, it was found that is in a Constructive feedback in a form of both positive and
negative feedback should be given to help them realize their achievements and reflect on
the areas need of improvement.
The results also revealed that the commonly used type of feedback has no
significant relationship with the influence of teachers’ feedback as perceived by the
35
students in terms of performance, competence, and participation. Thus, the null hypothesis
is accepted.
Furthermore, in terms of the qualities of a good feedback it was found that it has no
significant relationship with the Science major students’ competence. On the other hand,
the findings suggest that in terms performance and participation it was found that it has a
significant relationship to students’ perception on the influence of teachers’ feedback.
Conclusions
Based on the aforementioned findings, the following conclusions were drawn:
The Science major students had a “highly influencing” perception towards the
influence of teachers’ feedback in terms of performance, and participation while
influencing in terms of competence. This may be due to feedback has effects of permitting
learners to enhance their knowledge in their Science major subjects. Therefore, giving
teachers’ feedback is significant in the teaching-learning process, it guides students on their
performance, increase student’s competence, and engage students in the instructional
process.
It also concluded from the findings of this study that among all the different types
of teachers’ feedback, the commonly used that had a “highly influencing” interpretation
was formative feedback. The study concludes that formative feedback is the most common
type of feedback used by the Science major teachers of Capiz State University, Main
Campus. Consequently, formative feedback occurs much more frequently, has a
developmental purpose and is designed to help learners learn more effectively.
36
The study further concludes that in terms of the qualities of a good feedback the
Science major students preferred the constructive quality of feedback given by their
Science major teachers. This result implies that constructive is a good feedback especially
both positive and negative has good qualities in the instructional process wherein students
could have the opportunity to review their strength and weaknesses and improve particular
aspects prior to moving on to the next task.
Moreover, the study concludes that the student’s perception on the influence in
terms of performance, competence, and participation was found to have no significant
relationship to the commonly used type of feedback by the teachers. Hence, commonly
used type of feedback does not affect Science major students’ performance, competence,
and participation in their Science major subjects.
Lastly, the study concludes that the qualities of a good feedback and the Science
major students’ competence has no significantly relationship with each other. This means
that the students’ competence is not affected by the quality of feedback that teachers
commonly used.
On the other hand, the findings suggest that in terms performance and participation
it was found to have a significant relationship to students’ perception on the influence of
teachers’ feedback. This means that the qualities of a good feedback influenced the
performance and participation of the students. Since the study revealed that students prefer
constructive quality of feedback, it can be implied that students who were given
constructive feedback were likely to enhance their performance and participation in their
Science major subjects.
37
Recommendations
This study revealed the influences of teachers’ feedback as perceived by the
students. Thus, the following sets of recommendations were proposed by the researchers.
For the teachers, it is recommended to use a formative type of feedback effectively
as an effective tool in the instructional process. In addition, teachers are highly
recommended to use a constructive feedback since most of the students prefer this quality
of feedback. It is also advisable that teachers use feedback as a teaching strategy to promote
student learning.
For the students, receiving constructive feedbacks will help them to evaluate their
progress as well as it will benefits them to take a chance to do better and grab the
opportunities to assess their area of strengths and weaknesses.
Educational Policy makers should implement realistic policies in terms of pursuing
to provide feedback in teaching regularly in order to monitor the status or the progress of
every learners’ and help in disseminating the information among teachers to consider the
benefit of giving teachers’ feedback regularly in their class wherein it will gives as
awareness and contributes to successful teaching-learning process.
The Science Supervisors may conduct seminar-workshops to capacitate the
teachers on effectively used of teacher’s feedback in teaching. They may also organize a
demonstration teaching from the trained teachers to see the actual process of applying these
strategies in the teaching-learning encounter.
Lastly, the researchers encourage the future researchers to conduct a similar study
exploring other subject area and respondents to check on the veracity of the results.
38
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39
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43
CURRICULUM VITAE
44
CURRICULUM VITAE
Name
:
Mica Francisquite Atico
Address
:
Brgy. Sta.Rita Dumalag,Capiz
Date of Birth :
June 20, 1999
Place of Birth :
Brgy. Consolacion, Dumalag, Capiz
Parents
Arturo Foscablo Atico
:
Elsa Francisquite Atico
Siblings
:
Melissa and Vincent Francisquite
Milagrosa Atico
Educational Background
Elementary
:
Sta.Rita Elementary School
SY 20011 - 2012
Class Salutatorian
Junior High School
:
Concepcion Castro Garcia National High School
SY 2011 – 2012
Senior High School :
Concepcion Castro Garcia National High School
SY 2017 – 2018
With High Honors
College
:
Capiz State University, Main Campus
Bachelor of Secondary Education
Major in Science
45
CURRICULUM VITAE
Name
:
Shaira Mae Alaban Berano
Address
:
Brgy. Pili, Panay, Capiz
Date of Birth
:
May 3, 2000
Place of Birth
Parents
:
Brgy. Libon, Panay, Capiz
:
Jose Ronnel Bunda Berano
Mary Jane Alaban Berano
Sibling
:
Jose Yuki Berano
Educational Background
Elementary
:
Bagacay Elementary School
SY 2011 - 2012
Class Salutatorian
Junior High School
:
Commissioner Luis R. Asis National High School
SY 2011 – 2012
Senior High School
:
Commissioner Luis R. Asis National High School
SY 2017 – 2018
With Honor
College
:
Capiz State University, Main Campus
Bachelor of Secondary Education
Major in Science
46
CURRICULUM VITAE
Name
:
Chrisele Del Rosario Celino
Address
:
Brgy. Lonoy, Roxas City, Capiz
Date of Birth :
November 8, 1999
Place of Birth :
Brgy. Lonoy, Roxas City, Capiz
Parents
Emilio Bandillon Celino
:
Elsie Del Rosario Celino
Siblings
:
Charls and Ma. Christy Celino
Educational Background
Elementary
:
Dona Vicenta P. Hontiveros Memorial School
SY 2011 - 2012
Class Salutatorian
Junior High School
:
Capiz National High School
SY 2011 – 2012
Senior High School
:
Capiz National High School
SY 2017 – 2018
With Honor
College
:
Capiz State University, Main Campus
Bachelor of Secondary Education
Major in Science
47
APPENDICES
48
Appendix A: Nomination for the Advisory Committee
49
Appendix B: Request Letter for Approval of the Thesis Title
50
Appendix C: Request Letter for Approval of the Proposal-Oral Presentation
51
Appendix D: Permission/Approval Letter to Conduct the Study
52
Appendix E: Application for Final-Oral Presentation
53
Appendix F: Research Instrument
Questionnaire on TEACHERS FEEDBACK: INPUT TO TEACHERS
INSTRUCTIONAL PROCESS IN SCIENCE MAJOR SUBJECTS
Dear Respondents,
We are BSEd – Science students of CapSU Main Campus, Roxas City and we are
conducting a research entitled: TEACHERS’ FEEDBACK: INPUT TO TEACHERS
INSTRUCTIONAL PROCESS IN SCIENCE MAJOR SUBJECTS. Please help us
realize this research by answering the survey honestly and in the best way you can. Please
do not leave any item unanswered for each is vital to the completion of this research. Rest
assured that your answer will be treated confidentially.
Research Questions
The following rows contain a number of statements regarding the Teachers Feedback to
Students.
Indicate your honest response with the following statements by entering a “✓” in the
column that best describes your current level as it relates to the study statement.
Scales:
1- Strongly Disagree
2- Disagree
3- Neutral
4- Agree
5- Strongly Agree
54
Section A. Influence of Teachers’ Feedback
Strongly
Agree
Agree
Neutral
Disagree
4
3
2
5
Strongly
Disagree
1
A. Teachers’ Feedback is
important in terms of
Performance.
1. Feedback
guides
students
on
their
performance.
2. Feedback deepens the
understanding
of
students
on
their
performance.
3. Feedback
improve
students’ performance
in class discussion.
B. Teachers’ Feedback is
important in terms of
Competence.
4. Feedback
improve
students’ competence.
5. Feedback
promotes
student learning.
6.
Feedback help students
to
internalize
and
process the demands of
task given to them by
their teachers.
C. Teachers’ Feedback is
important in terms of
Participation.
7. Feedback
encourage
students to be more
33
55
active and participative
in class activities.
8. Feedback help students
to pay attention in class.
9. Feedback
guide
students to share their
knowledge
and
understanding during
class discussion.
Section B. Commonly used Type of Teachers’ Feedback
Strongly
Agree
5
1. 10. Does your
teacher give formal
feedback?
a. Showing score (which
questions are
correct/incorrect).
b. Peer review by
students of their
submissions.
c. Student reflection/selfassessment activities.
11. Does your teacher
give informal
feedback?
a. Verbal feedback on
impromptu questions
during class
discussion or lecture.
b. Working out practice
problems for students
to watch, or having
students work problem
on the board.
Agree
Neutral
Disagree
4
3
2
Strongly
Disagree
1
56
c. Telling the students
what they are really
good at/skilled at, at
the end of discussion.
d. 12. Does your
teacher give
constructive
feedback?
a. Negative feedback –
corrective comments
about past behavior.
Focuses on behavior
that wasn’t successful
and shouldn’t be
repeated.
b. Positive feedback –
affirming comments
about past behavior.
Focuses on behavior
that was successful
and should be
continued.
c. Both positive and
negative comments.
13. Does your teacher
give formative
feedback?
a. Written feedback
which requires written
comments and a
correction on students’
activity.
b. Oral feedback which
requires verbal
interaction between
students and teachers.
c. Both written and oral
feedbacks are
provided at the end of
the discussion.
14. Does your teacher
give summative
feedback?
57
a. Teachers give exams
at the end of semester.
b. Teachers give final
projects at the end of
semester.
c. Teachers give research
reports at the end of
semester.
Section C. Qualities of a Good Feedback.
Strongly
Agree
5
A. Good Feedback is
Motivational.
15. Feedback should be
concise and focused on
the areas of strength
and areas of growth
that will have the
greatest impact to
students.
16. Feedback should be
both motivating and
challenging to allow
students to go beyond
their limits.
17. Feedback
should
include
word
of
encouragement
and
praises.
B. Good Feedback is
Engaging.
18. Feedback should be
personalized
and
engaging to ensure it
reaches the student.
Agree
Neutral
Disagree
4
3
2
Strongly
Disagree
1
58
19. Feedback should be
brief and focused on
the student's strengths
and opportunities for
improvement.
20. Feedback
should
focused on the students
weaknesses
and
include details of what
would help them to
improve.
C. Good Feedback is
Constructive.
21. Positive
feedback
should be given to
students to reassure
them that they are
doing good.
22. Negative
feedback
from the teachers
should
be
accompanied
by
possible solutions and
advice to give ideas to
students on how to
improve their skills
and knowledge.
23. Both positive and
negative
feedback
should be given to
students
simultaneously to help
them realize their
achievements
and
reflect on the areas
need
for
improvements.
59
Appendix G: Mean and SPSS Results
Mean Results
Section A. Influence of Teachers’ Feedback
Mean
Interpretation
4.67
VERY
Research Questions
A. Teachers’ Feedback is important in
terms of Performance.
INFLUENCING
1. Feedback guides
performance.
students
on
their
4.61
VERY
INFLUENCING
2. Feedback deepens the understanding of
students on their performance.
4.22
VERY
INFLUENCING
3. Feedback improve students’ performance
in class discussion.
B. Teachers’ Feedback is important in
terms of Competence.
4. Feedback improve students’ competence.
4.13
INFLUENCING
4.15
INFLUENCING
4.02
INFLUENCING
5. Feedback promotes student learning.
4.26
VERY
INFLUENCING
6.
Feedback help students to internalize and
process the demands of task given to them
by their teachers.
4.23
C. Teachers’ Feedback is important in
terms of Participation.
4.41
VERY
INFLUENCING
VERY
INFLUENCING
7. Feedback encourage students to be more
active and participative in class activities.
4.44
VERY
INFLUENCING
60
8. Feedback help students to pay attention in
class.
4.36
VERY
INFLUENCING
9. Feedback guide students to share their
knowledge and understanding during class
discussion.
4.32
VERY
INFLUENCING
Section B. Commonly used Type of Teachers’ Feedback
Mean
Interpretation
3.55
INFLUENCING
a. Showing score (which questions are
correct/incorrect).
b. Peer review by students of their
submissions.
c. Student reflection/self-assessment
activities.
12. Does your teacher give informal
feedback?
4.09
INFLUENCING
3.39
NEUTRAL
3.83
INFLUENCING
3.09
NEUTRAL
a. Verbal feedback on impromptu questions
during class discussion or lecture.
3.72
INFLUENCING
b. Working out practice problems for
students to watch, or having students
work problem on the board.
c. Telling the students what they are really
good at/skilled at, at the end of discussion.
3.43
INFLUENCING
3.45
INFLUENCING
d. 12. Does your teacher give constructive
feedback?
a. Negative feedback – corrective comments
about past behavior. Focuses on behavior
that wasn’t successful and shouldn’t be
repeated.
b. Positive feedback – affirming comments
about past behavior. Focuses on behavior
3.32
NEUTRAL
3.16
NEUTRAL
3.28
NEUTRAL
Research Questions
2. 10. Does your teacher give formal
feedback?
61
that was successful and should be
continued.
c. Both positive and negative comments.
3.16
NEUTRAL
13. Does your teacher give formative
feedback?
3.42
INFLUENCING
a. Written feedback which requires written
comments and a correction on students’
activity.
4.27
VERY
b. Oral feedback which requires verbal
interaction between students and teachers.
3.68
INFLUENCING
c. Both written and oral feedbacks are
provided at the end of the discussion.
4.22
VERY
INFLUENCING
INFLUENCING
14. Does your teacher give summative
feedback?
3.62
INFLUENCING
a. Teachers give exams at the end of
semester.
3.83
INFLUENCING
b. Teachers give final projects at the end of
semester.
3.93
INFLUENCING
c. Teachers give research reports at the end
of semester.
4.02
INFLUENCING
Mean
Interpretation
4.51
VERY
Section C. Qualities of a Good Feedback.
Research Questions
A. Good Feedback is Motivational.
INFLUENCING
15. Feedback should be concise and focused
on the areas of strength and areas of
growth that will have the greatest impact
to students.
4.33
VERY
INFLUENCING
62
16. Feedback should be both motivating and
challenging to allow students to go
beyond their limits.
4.27
17. Feedback should include
encouragement and praises.
4.33
word
of
VERY
INFLUENCING
VERY
INFLUENCING
B. Good Feedback is Engaging.
4.27
VERY
INFLUENCING
18. Feedback should be personalized and
engaging to ensure it reaches the student.
4.41
VERY
INFLUENCING
19. Feedback should be brief and focused on
the student's strengths and opportunities
for improvement.
4.26
VERY
INFLUENCING
20. Feedback should focus on the student’s
weaknesses and include details of what
would help them to improve.
4.74
C. Good Feedback is Constructive.
4.20
VERY
INFLUENCING
VERY
INFLUENCING
21. Positive feedback should be given to
students to reassure them that they are
doing good.
4.31
22. Negative feedback from the teachers
should be accompanied by possible
solutions and advice to give ideas to
students on how to improve their skills
and knowledge.
23. Both positive and negative feedback
should
be
given
to
students
simultaneously to help them realize their
4.66
VERY
INFLUENCING
VERY
INFLUENCING
4.51
VERY
INFLUENCING
63
achievements and reflect on the areas need
for improvements.
SPSS Results
Variables
Type of Teachers’
feedback
Pearson
correlation
coefficient
(r)
p–
value
Covarianc
e
Sample
size (n)
Statistic
-0.094
0.286
-0.054
129
-1.0702
Remarks
ns
Performance
Results of the pearson correlation indicated that there is a non-significant very small
negative relationship between Types of Teachers’ Feedback and Performance, (r (127) =
.0945, p = .287).
Variables
Type of Teachers’
feedback
Pearson
correlation
coefficient
(r)
p–
value
Covarianc
e
Sample
size (n)
Statistic
-0.149
0.090
-0.1097
129
-1.7072
Remarks
Competence
Results of the pearson correlation indicated that there is a non-significant very small
negative relationship between Types of Teachers’ Feedback and Competence, (r (127) =
.15, p = .090).
ns
64
Variables
Type of Teachers’
feedback
Pearson
correlation
coefficient
(r)
p–
value
Covarianc
e
Sample
size (n)
Statistic
0.139
0.1161
0.0794
129
1.5821
Remarks
ns
Participation
Results of the pearson correlation indicated that there is a non-significant small positive
relationship between Types of Teachers’ Feedback and Participation, (r (127) =
.139, p = .116).
Variables
Quality of a Good
Feedback
Pearson
correlation
coefficient
(r)
0.3472
p–
value
Covarianc
e
Sample
size (n)
Statistic
0.0000
5548
0.08394
129
4.1724
Remarks
s
Performance
Results of the pearson correlation indicated that there is a significant medium positive
relationship between Quality of a Good Feedback and Performance, (r (127) = .347, p <
.001).
Variables
Quality of a Good
Feedback
Pearson
correlation
coefficient
(r)
p–
value
Covarianc
e
Sample
size (n)
Statistic
-0.0094
0.9161
-0.003
129
-0.1056
Remarks
Competence
Results of the pearson correlation indicated that there is a non-significant very small
negative relationship between Quality of a Good Feedback and Competence, (r (127) =
.00937, p = .916).
ns
65
Variables
Quality of a Good
Feedback
Participation
Pearson
correlation
coefficient
(r)
-0.507
p–
value
Covarianc
e
Sample
size (n)
Statistic
0.0000
00000
8744
-0.1226
129
-6.6283
Remarks
Results of the pearson correlation indicated that there is a significant very small negative
relationship between Good Feedback and Participation, (r (127) = .507, p < .001).
s
66
Appendix H: Output
Infographics
67
Appendix I: Grammarian/ English Editor Certification
College of Education
’
68
Appendix J: Statistician Certification
College of Education
69
Appendix K: Documentation
a.
Pilot Test was conducted through Google Forms and Messenger
70
b. Survey-Questionnaire was conducted through Google Forms and Messenger
71
c. Sample of Teachers Feedback Questionnaire with Responses of the Respondents.
72
73