Abstract

Feedback is an essential aspect of the teaching and learning process. Teachers’ feedback is closely related to student’s academic development. This study examines the effects of corrective feedback on academic achievement of students. For this purpose, a self-designed questionnaire was used to collect data from a random sample of 200 teachers in 20 government secondary schools in district Chitral Khyber Pakhtunkhwa, Pakistan. To ensure validity and reliability of the data, the questionnaire was piloted in six secondary schools before distributing in the field and refined in the light of the pilot test. Finally, data were collected, tabulated and analyzed for results using simple percentages. Analysis of the data showed that there was a close relationship between teachers’ corrective feedback and academic achievements of students. The study further showed that students who get corrective feedback scored high in the examination, have deeper understanding of the concepts, participate actively in the classroom activities, do their classroom assignments in time, easily communicate their views in classroom discussions. Thus, on the basis of this study it is recommended that teachers should provide corrective feedback to students.

Authors and Affiliations