ECHOES AND WHISPERS: UNVEILING STUDENTS’ PERCEPTIONS ON

TEACHERS’ FEEDBACK

NUDALO, JAMLEE J

PADERNAL, QUEENIE

PALACIO, KYLINE ALTHEA

RESONABLE, JOHN

May 2023
 CHAPTER 1

INTRODUCTION

Background of the Study

Feedback is a concept with many different meanings and interpretations, but the
common understanding of feedback is that it represents teachers providing comments to
students regarding their performance on learning or assessment tasks (Carless, 2015).
Teachers’ formative discourse emphasizes the central role of students ́ learning (Hattie,
2003). When providing feedback to a student, a teacher is essentially giving information
about the student ́s performance or understanding (Hattie & Timperlay, 2007). Teachers
should use feedback to try to reduce the gap between the student’s understanding and
actual performance and how the teacher wants him to perform or develop (Hattie, 2009).
Research has shown feedback to be among the most powerful and effective influences on
student achievement (Hattie, 2009), as well as an important component of the pedagogical
process (Brookhart, 2008), since it links teachers’ practice to students’ learning needs
(Bayley & Gamer, 2010).

However, Kluger and DeNisi (1996) found that about a third of the reported
effects of feedback on learning, were in fact negative. There is a vast amount of research
that identifies the ch aracteristics of effective feedback and feedback that is not effective
or has a negative effect on learning (e.g. Kluger & DeNisi, 1996; Hattie, 2003; Sendziuk,
2010; Brookhart, 2012; Hattie, 2012; Wiggins, 2012; Thurlings, Vermeulen, Bastiaens &
Stijnen, 2013). Many teachers claim to provide its students lots of feedback, however, the
real question is whether the students receive, understand and act on it.

In the Philippine setting, a study was done by Alamis (2010) regarding written
corrective feedback of the students in two universities: the University of Santo Tomas
(UST) and The De La Salle University (DLSU). Using comparison and contrast as the
rhetorical pattern and with the adaptation of Canilao's (2004) questionnaire as cited by
Alamis (2010), the results of the study yielded that 76% of UST students read their
teacher's comments in order for them to gain awareness of certain points that they are
good at and where they must improve on. When it comes to the usefulness of the teacher's
comments in their writing, UST Students find praises helpful in improving their work
which serves as their motivation.
 Another study from the Philippines was conducted by Baculi, et al (2012)
regarding the type of written corrective feedback that is most commonly used by the
Filipino (ESL) teachers, anchored on Rod Ellis' (2008) framework on written corrective
feedback. Forty-one students from the four high school levels were gathered. Each set of
written composition was categorized, and the corrections were tallied according to the
specific type of feedback. Based on the findings, Filipino English (ESL) teachers mostly
use direct Written Corrective Feedback and indirect Written Corrective Feedback in
checking the written compositions of the students.

As stated by Hattie (2003), “the key is feedback that is received and acted upon by
students.” Since perception plays a central role in the feedback process (Ilgen, Fisher, &
Taylor, 1979), it is somewhat surprising to see that only a few recent empirical studies
have focused on how learners perceive feedback and how these perceptions relate to
learning (Strijbos, Narciss & Dunnebier, 2010; Havnes, Smith, Dysthe & Ludvigsen,
2012; Rakoczy, Harks, Klieme, Blum, & Hochweber, 2013). Traditionally, most feedback
research has focused on identifying the effectiveness of teacher feedback practices, such
as the specificity and length of feedback, its timing, and the modes of delivery (e.g., Boud
& Molloy, 2013; Henderson, Ryan, & Phillips, 2019; O'Donovan, Rust, & Price, 2016;
Yang & Carless, 2013). Despite these variations, however, studies consistently reveal the
dissatisfaction that many students feel about the feedback they receive, maybe because of
the fact that learners do not recognize its value and usefulness.

Statement of the Problem

Students’ perception on the feedbacking process plays an important role hence, it

is significant to deal with how learners perceive feedback and how these perceptions
relate to their learning. Teacher feedback, as guidance data that considers future
educational path, is a powerful teaching tool for encouraging interaction in educational
guidance between teachers and students.

Primarily, the objective of this descriptive qualitative study is to investigate

students’ perceptions on their teachers’ feedback specifically students of Grade 11 Senior
High School Students at Calinan National High School.
Research Questions

1. How do students perceive teachers’ feedback?

2. How do teachers’ feedback influence students’ academic performance?

Scope and Delimitation of Research

This study focuses on the perceptions of ten (10) students of Calinan National
High School, Calinan, Davao City. The researchers have chosen participants that are
students in the stated school and location. In addition, the study shall focus on students’
perceptions on teachers’ feedback and how it influences their academic performance.

Further, Grade 11 students studying outside Calinan National High School are not
included in the study. This study must not go beyond its scope which is students’
perceptions on teachers’ feedback and how it influences their academic performance
hence, information not related to the study shall be disregarded. Thus, its results are
unlikely to become a general basis on the impact and effectiveness of teachers’ feedback.
The conduct of a larger study scale on the same topic in the future will be more
beneficial.

Benefits and Beneficiaries of Research

The educational society is thought to benefit from this study. The findings of this
phenomenological study will be very useful to the following people.
The students will be aware on how their perceptions toward teachers’ feedback
influence their academic performance. They may see that their perception plays an
important role.
The teachers will be informed on how students perceive their feedback and create
ways to make their feedback more encouraging and positive.
The school administrators will gain data from the study’s findings by recognizing
the importance of students’ perceptions on teachers’ feedback and may establish a
system on the process of giving feedback.
Lastly, the future researchers may find this study beneficial as a resource for
current literature that they can utilize to direct their associated students to.
Review of Related Literature

Toohey (2000) applies this constructivist theory of learning to higher education,

with feedback acting as a kind of facilitative process that enables learners to acquire new
knowledge and use and apply it in a variety of fields. proposed a model of the learning
process involving intervention. into a "real world" situation. Toohey's model postulates
that the degree to which feedback facilitates learning depends on detecting mistakes and
misunderstandings and making suggestions to improve the student's work. Feedback is a
concept with many different meanings and interpretations, but the common understanding
of feedback in higher education is that it represents teachers providing comments to
students regarding their performance on learning or assessment tasks (Carless 2015).
Although it is widely accepted that feedback contributes to student learning in
schools (Black and William, 1998), some researchers (e.g. Higgins et al., 2002)
Considering placement begs the question to what extent this holds true in higher
education. Workload. When academics teach students without formal knowledge of how
they learn (Fry et al., 1999), they tend to emphasize these issues and provide students
with meaningful feedback that influences them. can adversely affect your ability to
improvement. Boud and Molloy (2013) also found that feedback processes in higher
education are often difficult to manage and implement effectively, falling short of their
claim that they have a significant impact on student learning.
The teacher-student feedback is extremely important for students to learn and
develop their skills. By doing this, it will boost the student's confidence and you'll also be
able to build a strong rapport with them. And if the teacher showed no interest in
providing feedback to the student, it would have a significant impact on the student's
psychological behavior because the student would not receive guidance on the task and
performance assigned by the teacher and would therefor never accomplish the goal set for
him/her. Also, the lack of feedback and communication will not only have an impact on
the student but also on the teacher's reputation regarding their pupils.
Taylor &Francis (2018). Self-efficacy is a critical factor contributing to greater
language learning success, according to research in the fields of education, educational
psychology, and second language acquisition. It is believed that students who have higher
self-efficacy levels are more motivated and give their learning more effort. On the other
side, those who have lower self-efficacy are more likely to give up when things get tough.
Some say that peer feedback has a more favorable effect on learners' self-efficacy than
teacher feedback, which has been alleged to lower students' self-efficacy in L2 writing.
The current study evaluates improvements in self-efficacy across two groups of Japanese
university students over the course of one academic year. Over the entire year, one group
received teacher comments on each draft. It was discovered that the teacher feedback
group greatly outgrew the peer feedback group in terms of writing self-efficacy (Yang &
Carless, 2013).
Studies on student engagement with teacher' s feedback Traditionally, most
feedback research has focused on identifying the effectiveness of teacher feedback
practices, such as the specificity and length of feedback, its timing, and the modes of
delivery (Boud & Molloy, 2013; Henderson, Ryan, & Phillips, 2019; O'Donovan, Rust, &
Price, 2016; Yang & Carless, 2013). Despite these variations, however, studies
consistently reveal the dissatisfaction that many students feel about the feedback they
receive.
They often find it difficult to interpret Teachers Engagement is a key concept in
student uptake of feedback and necessary for feedforward benefits. Originating in the
field of education research (e.g., Newmann, 1981; Tyler, 1969), engagement emerged as a
response to student alienation and dropout rates in schools. In a review of 44 studies using
the term ‘engagement’, Fredricks, Blumenfeld, and Paris (2004) identified three types of
engagement: behave, emotional, and cognitive. While this conceptualization initially
referred to broad.
The management of feedback procedures is challenging, and the mounting
resentment of teachers and students limits the learning potential of feedback. This
conceptual article reviews the difficulties in creating efficient feedback systems and
suggests a new paradigm for teacher feedback literacy. Three dimensions make up the
framework: design, relational, and pragmatic. The design dimension focuses on designing
feedback processes for student uptake and enabling student evaluative judgment; the
relational dimension represents the interpersonal side of feedback exchanges; and the
pragmatic dimension asks teachers to manage the compromises present in disciplinary
and institutional feedback practices. Discussion of the implications includes the interplay
between teacher and student feedback literacy as well as the necessity for partnership
approaches to feedback based on shared obligations between teachers and students (Ryan,
& Phillips, 2019).
Theoretical Lens

This study will be anchored on Thorndike's Law of Impact to be at the very

beginning of feedback study (Thorndike, 1927; Kluger and DeNisi, 1996). Also thought
of as forerunners of what the field now refers to as instructional feedback are Skinner and
behaviorism, which used both positive and negative reinforcement and punishment
(Wiliam, 2018). Additionally, Benjamin Bloom first outlined the importance of formative
assessment in his influential 1968 article, in which he discussed the advantages of giving
students regular feedback on their learning through classroom formative assessments.
This is how the concept of formative assessment came to be known as it is today. In order
to increase student learning, close achievement disparities across different student
subgroups, and support teachers in modifying their training, Bloom provided specific
ways that teachers might employ to incorporate formative evaluations into routine
classroom instruction (Bloom, 1971). Bloom is to be credited for developing the idea of
formative assessment, building on the concepts of Scriven (1967), who proposed the
distinction between formative and summative evaluation (Guskey, 2018).
 CHAPTER 2

METHODOLOGY

This chapter will explain how we will collect information, analyze data, and what
instrument we will use to conduct our study.

Research design

This study used a descriptive qualitative research approach to gather perceptions

from senior high school students on teachers’ feedback. Descriptive qualitative research
is a type of qualitative research methodology that aims to describe and interpret the
experiences and perspectives of individuals or groups. It involves the collection and
analysis of non-numerical data, such as interviews, observations, and written documents,
to generate rich and detailed descriptions of a phenomenon.

Descriptive qualitative research focuses on understanding the meanings and

interpretations that people give to their experiences, rather than on quantifying or
measuring them. It often involves in-depth interviews or open-ended survey questions that
allow participants to express their thoughts and feelings in their own words.

Sampling Procedure and Sample

Purposive sampling was utilized by the researchers to identify the study's research
participants. Purposive sampling, also known as judgmental, selective, or subjective
sampling, is a sort of non-probability sampling in which researchers use their own
discretion to select members of the general population to participate in their study.
(Alchemer, 2018). Due to movement restrictions and the time given for data collection,
only ten (10) volunteers were considered for this investigation. Furthermore, Creswell
(2013) suggests that for qualitative investigations, at least ten persons be interviewed.

The ten (10) participants of this study are Grade 11 students of Calinan National
High School. Further, five (5) participants for the focus group discussion (FGD) and five
(5) participants for the in-depth interview (IDI) are taken into consideration. Five (5)
participants for the FGD were interviewed and affirmed by five (5) participants who went
through the IDI. The researchers believe that it is necessary to affirm the FGD with an in-
depth interview. FGD participants may be impacted by what they hear from their peers.
Krueger (2009) emphasized the vital role of conducting research FGD, triangulation of in-
depth interviews in school and having the students as research participants.

Research Instrument

The researchers designed an interview questionnaire to collect the essential

information. Every research question in this study is accompanied by a specific question
that allows respondents to answer to the research questions on which this survey is
focused. The interview guide was evaluated by three experts and received an overall rating
of __ with a description of "_______." This result proved the validity of the interview
guide utilized in this study, and participants' comments were tape recorded for review and
credibility.

Data Collection Method

In conducting a study, the researcher followed all protocols. First, the researchers
sought permission to conduct the inquiry. The respondents' and their advisers' written
permission were obtained by the researchers. When the researchers had gained the
necessary authorization, they explained their position in the study to the participants and
provided them informed consent papers. They then scheduled a face-to-face interview for
them so that they could begin with their FGD. The researcher also met the other
volunteers who served as IDI informants. When the researchers began the interview, they
used phone recorders to record the replies and important details.

Data Analysis

The results of the data gathering were interpreted using thematic analysis. The
analysis of data in descriptive qualitative research involves identifying themes or patterns
in the data, categorizing the information, and interpreting the meanings behind the data.
The goal is to provide a detailed description of the phenomenon being studied, rather than
to test hypotheses or make generalizations about a larger population.

Thematic analysis is a suitable method of analysis when attempting to understand

experiences, thoughts, or actions within a data set, according to Michelle E. Kiger & Lara
Varpio (2020). Themes are intentionally constructed patterns (or meanings) formed from a
data collection that address a research subject, as opposed to mere summaries or
categorizations of codes. Both deductive and inductive methods can be used to develop
themes. The analysis of data in descriptive qualitative research involves identifying
themes or patterns in the data, categorizing the information, and interpreting the meanings
behind the data. The goal is to provide a detailed description of the phenomenon being
studied, rather than to test hypotheses or generalize about a larger population.

Ethical Standards

Researchers must observe the following ethical practices when conducting

qualitative research, according to Kang Eungoo and Hwang Hee-Joong (2021): when
conducting qualitative research, researchers must follow the following ethical practices:
informed consent, confidentiality, and privacy. This allows the researcher to ensure that
no undue pressure is used to persuade individuals to agree to participate in the study and
that consent is obtained before the subject begins the study (prospectively). To be
considered informed, the participant must have a basic understanding of the research and
what they are consenting to.
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