Students’ Perception on Feedback Practice in Classroom to Enhance Learning

Abstract

This action research was intended to find out students’ perception of the practice of feedback in the classroom, its impact on their learning, their preference of modes of feedback, and the nature of feedback information and to improve the strategy of providing constructive feedback to students. This action research was conducted at Lhuentse Higher Secondary School and engaged participants from seventh to ninth grade. The total sample population was 86 students. The study employed a quantitative approach to research. In this quantitative research design, predetermined statements with pre-coded five-point Likert scale questionnaires were self-administered to the participants to gather data. The study revealed that constructive feedback has a positive bearing impact on the learning cycle of students. The study's findings revealed that descriptive feedback delivers a good amount of information, which ultimately helps students achieve learning goals. Furthermore, the study showed that most students want feedback while performing a learning task, immediately after completing the learning task and on the quality of the task and skills. The findings also revealed that students want to practice peer assessment vigorously. Additionally, the findings showed that feedback should be made accessible to students since the choice of words and handwriting also determine the accessibility of students to get accurate information to improve themselves.