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CONSTRUCTIVE FEEDBACK LEARNING MOTIVATION AND ACADEMIC ACHIEVEMENT IN CHEMISTRY SUBJECT QUALITATIVE EXPERIENCES FROM CLASSROOM INTERVENTION

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34 Pages : 341-353

http://dx.doi.org/10.31703/gesr.2021(VI-I).34      10.31703/gesr.2021(VI-I).34      Published : Mar 2021

Constructive Feedback, Learning Motivation and Academic Achievement in Chemistry Subject: Qualitative Experiences from Classroom Intervention

Abstract

    The study aimed to explore headmistress, teachers, and students' perceptions about constructive feedback before and after the intervention. A true experimental research design was used for the intervention to measure the effects of constructive feedback. One headmistress and three Chemistry subject teachers were interviewed, and Focus Group Discussion (FGD) was conducted with five experimental group students before and after the intervention. A semi-structured interview schedule and FGD guidelines were used to collect the data. Data were collected twice to find out the differences in opinions/perceptions before and after the intervention. Results support that constructive feedback practices increase students' performance and motivation towards Chemistry. Students' self-efficacy and self-regulation skills also developed among students after the intervention. Constructive feedback was also found effective for the low-score achievers to increase their performance in Chemistry. It is recommended that constructive feedback should be incorporated in daily formative assessment practices in the classroom setting.

    Academic Achievement, Chemistry, Constructive Feedback, Motivation, SelfEfficacy, Self-Regulation

    (1) Rabia Aslam
    PhD Scholar, Department of Education, Shaheed Zulfiqar Ali Bhutto Institute of Science and Technology, Karachi, Sindh, Pakistan.
    (2) Najmonnisa Khan
    Associate Professor, Department of Education, Shaheed Zulfiqar Ali Bhutto Institute of Science and Technology, Karachi, Sindh, Pakistan.
    (3) Lubna Oad
    PhD Scholar, Department of Education, Shaheed Zulfiqar Ali Bhutto Institute of Science and Technology, Karachi, Sindh, Pakistan.
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Cite this article

APA

    APA : Aslam, R., Khan, N., & Oad, L. (2021). Constructive Feedback, Learning Motivation and Academic Achievement in Chemistry Subject: Qualitative Experiences from Classroom Intervention. Global Educational Studies Review, VI(I), 341-353. https://doi.org/10.31703/gesr.2021(VI-I).34

CHICAGO

    CHICAGO : Aslam, Rabia, Najmonnisa Khan, and Lubna Oad. 2021. "Constructive Feedback, Learning Motivation and Academic Achievement in Chemistry Subject: Qualitative Experiences from Classroom Intervention." Global Educational Studies Review, VI (I): 341-353 doi: 10.31703/gesr.2021(VI-I).34

HARVARD

    HARVARD : ASLAM, R., KHAN, N. & OAD, L. 2021. Constructive Feedback, Learning Motivation and Academic Achievement in Chemistry Subject: Qualitative Experiences from Classroom Intervention. Global Educational Studies Review, VI, 341-353.

MHRA

    MHRA : Aslam, Rabia, Najmonnisa Khan, and Lubna Oad. 2021. "Constructive Feedback, Learning Motivation and Academic Achievement in Chemistry Subject: Qualitative Experiences from Classroom Intervention." Global Educational Studies Review, VI: 341-353

MLA

    MLA : Aslam, Rabia, Najmonnisa Khan, and Lubna Oad. "Constructive Feedback, Learning Motivation and Academic Achievement in Chemistry Subject: Qualitative Experiences from Classroom Intervention." Global Educational Studies Review, VI.I (2021): 341-353 Print.

OXFORD

    OXFORD : Aslam, Rabia, Khan, Najmonnisa, and Oad, Lubna (2021), "Constructive Feedback, Learning Motivation and Academic Achievement in Chemistry Subject: Qualitative Experiences from Classroom Intervention", Global Educational Studies Review, VI (I), 341-353

TURABIAN

    TURABIAN : Aslam, Rabia, Najmonnisa Khan, and Lubna Oad. "Constructive Feedback, Learning Motivation and Academic Achievement in Chemistry Subject: Qualitative Experiences from Classroom Intervention." Global Educational Studies Review VI, no. I (2021): 341-353. https://doi.org/10.31703/gesr.2021(VI-I).34