INTERRELATIONSHIP OF TEACHERS’ WRITTEN FEEDBACK & STUDENTS’ ACHIEVEMENTS IN ENGLISH AT SECONDARY SCHOOL LEVEL

Abstract

This quantitative research was conducted in the district of Punjab, Pakistan. Teachers’ feedback on 260 secondary students’ note book of English subject was evaluated through an observational sheet. The observational sheet was designed by researchers to evaluate the teachers’ feedback and categorize it. Main categories were prompt and delayed feedback, positive and negative feedback. Also, classification was done to identify evaluative, improvement, descriptive, and descriptive feedback. Study aims to measure relationship of feedback types with students score in examination in the subject of English. Strong and positive correlation was found amid the prompt positive feedback and students’ achievement score. The results provide significant information that are used for making decisions about interrelationships in research issues and reaching conclusion. The results are significant and help in extracting the recommendations to stakeholders and future researchers about research issues. It is recommended to organize training and guidance sessions for the teachers for creating awareness to use the effective feedback techniques in the classroom.