Association of Teacher Feedback with Scholastic Attainment at Secondary Level in Pakistan

Autor/inn/en	Javed, Tariq; Asghar, Muhammad Aslam; Nazak, Nazneen
Titel	Association of Teacher Feedback with Scholastic Attainment at Secondary Level in Pakistan
Quelle	In: South African Journal of Education, 40 (2020), Artikel 1679 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Javed, Tariq) ORCID (Asghar, Muhammad Aslam) ORCID (Nazak, Nazneen)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0256-0100
Schlagwörter	Feedback (Response); Correlation; Academic Achievement; High School Students; High School Teachers; Teacher Student Relationship; Grade 10; Gender Differences; School Size; Nonverbal Communication; Written Language; Summative Evaluation; Formative Evaluation; Developing Nations; Foreign Countries; Pakistan + Suchen Sie Ihr Suchwort? Korrelation; Schulleistung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Teacher; Teachers; Lehrer; Lehrerin; Lehrende; Teacher student relationships; Lehrer-Schüler-Beziehung; Geschlechterkonflikt; Non-verbal communication; Nonverbale Kommunikation; Geschriebene Sprache; Developing country; Developing countries; Entwicklungsland; Ausland
Abstract	In this article we report on the association between teacher feedback and scholastic attainment at Secondary School Certificate (SSC) level in Pakistan. The study was conducted with data collected from Pakistani secondary school teachers and students through a survey study using multistage sampling. The objectives of the study were (1) to explore the possible differences in the effect of feedback by male and female teachers on the academic achievement of students in large, medium, and small secondary schools; (2) to compute the relationship of teacher feedback on the scholastic accomplishment at secondary level. The research instrument (questionnaire) with 14 closed-ended statements was developed, validated through experts in the field of education, and internal consistency of the tool was measured using the Statistical Package for Social Sciences (SPSS) -- the calculated Cronbach Alpha was 0.814. Two hypotheses for the study were formulated and tested by using non-parametric statistical tests in order to achieve the objectives of the study. The results show that teachers' feedback during the teaching-learning process has a positive association with academic achievement of students. Furthermore, formative feedback, diagnostic feedback, gestural feedback, immediate feedback and feedback on classroom discussion are used to overcome the behavioural and learning issues of low and high achievers. The findings of the study suggest that variety in teacher feedback techniques during the teaching-learning process should be promoted to enhance the quality of students' academic achievement. (As Provided).
Anmerkungen	Education Association of South Africa. University of Pretoria, Centre for the Study of Resilience, Level 3, Groenkloof Student Centre, Department of Educational Psychology, Faculty of Education, George Storrar Road and Lleyds Street, Pretoria 0001, South Africa. Web site: http://www.sajournalofeducation.co.za/index.php/saje/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01