Effectiveness of Feedback and How It Contributes to Improved Instruction and Learner Performance: A Case Study of Newly Qualified Mathematics Educators in Johannesburg West Schools in Gauteng Province

Abstract

The purpose of the study is to re-emphasis the importance of feedback and show how it could be used to improve instruction and learner performance in mathematics. The study adopted action research design that resulted in the collection of both qualitative and quantitative data through observation checklists, self administered questionnaires and in-depth interviews. A sample of grade 6 newly qualified mathematics educators from Johannesburg west schools was randomly selected for the study. The data was analyzed through the thematic approach. The study established that the educators observed did not provide immediate feedback. Planning or preparation was not informed by the feedback from previous lessons. Errors that were indicators of misconceptions were not identified and corrected in their marking. Furthermore, teachers did not move around to probe and discuss with individual learners how they got their answers. Feedback was largely by educators, yet its purpose was to inform instruction. The educators employed the talking method that was not child centered. The use of the traditional chalk and talk method did not take into cognizance other approaches that could capture learners’ interests. The study established that there was a need for effective mentoring and in-class training for newly qualified mathematics educators who had acquired their teaching qualifications through open distance learning. There was a methodological gap that could have resulted from lack of mentoring during teaching practice. Furthermore schools did not fully support newly qualified educators due to the fact that some of the heads of departments for sciences had not specialized in mathematics. The study also found that the newly qualified educators delayed feedback due to too much work load as some of them were teaching too many subject areas. The study recommended intensive mentoring and coaching of both new and experienced educators during teaching practice so that they could share the right practices at the school level.The study further recommends that teachers should value the learners’ work and effort by giving prompt, corrective and immediate feedback. Officials who design annual teaching plans should leave enough time for feedback and revision. Congestion in the primary school curriculum contradicts the value of feedback and self regulation. The annual teaching plan should provide enough time for teachers to elaborate on concepts that are not well understood by learners towards the end of each term.