ROLE OF TEACHERS’ FEEDBACK ON STUDENTS' MOTIVATIONANDLEARNING IN SCIENCE IN SENIOR SECONDARY SCHOOLS INNASARAWALOCAL GOVERNMENT, NASARAWA STATE.

Abstract

This study explored the role of teachers’ feedback on students' motivation and learning outcomes in science subjects at senior secondary schools in Nasarawa Local Government, Nasarawa State. The purpose of the research was to examine how different types of teachers’ feedback, both in terms of frequency and quality, influence students’ engagement, academic performance, and self-confidence in science. Using a mixed-methods approach, data was collected through surveys, interviews, and classroom observations from a sample of 200students and 20 science teachers across selected schools in the region. The findings revealed that frequent and constructive feedback significantly enhanced student motivation and fostered positive attitudes toward science. Specifically, students who received regular, clear, and personalized feedback were more motivated to participate actively in class and exhibited higher levels of academic achievement. Additionally, the study highlighted the critical role of teacher-student interactions in boosting student confidence and improving learning outcomes. It was concluded that effective teachers’ feedback plays a crucial role in promoting student engagement and academic success in science. The study recommends that teachers adopt
regular, high-quality feedback practices, encourage positive teacher-student interactions, and incorporate peer and self-assessment strategies to further enhance students’ learning experiences. This research contributes to the growing body of knowledge on feedback in education, providing valuable insights for educators, policymakers, and researchers in the field of science education.