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ISSN No. 2454-6186 | DOI: 10.47772/IJRISS |Volume IX Issue XXVI November 2025 | Special Issue on Education
Students’ Perception of Teachers’ Feedback and its Relationship to
Academic Motivation in a Faith-Based Institution
Johana Mae M. Talledo
1
*
, Yvonie Angel S. Jamero
2
, Karin Jane D. Buna
3
, Scott L. Gahum
4
, Marlon C.
Tabaosares
5
Mindanao Mission Academy
*
Corresponding Author
DOI: https://dx.doi.org/10.47772/IJRISS.2025.903SEDU0735
Received: 19 November 2025; Accepted: 25 November 2025; Published: 12 December 2025
ABSTRACT
In schools, teachers provide feedback to students to enhance their academic performance and motivation. This
study aimed to explore students' perceptions of teacher feedback and its relationship to academic motivation at
Mindanao Mission Academy, a faith-based institution. The research employed a quantitative approach,
analyzing survey data from 250 Senior High School students to assess the impact of various types of feedback,
including constructive, corrective, and praise. The findings revealed a significant positive relationship between
teacher feedback and student motivation, with an overall mean of 3.94 (SD = 0.95), indicating a high level of
influence. Specifically, constructive feedback (M = 4.08, SD = 1.05) and praise (M = 4.11, SD = 1.01) emerged
as significant positive predictors of academic motivation. Regression analysis confirmed that constructive
feedback (β = 0.525, p = .003) and praise (β = 0.263, p = .022) had a strong and significant impact. While
corrective feedback was less influential compared to the other types, it still played a crucial role as a predictor
of students' motivation. Furthermore, Senior High School students showed a greater appreciation for
constructive feedback. These results align with existing literature, indicating that effective feedback practices
are essential for enhancing student motivation. The study suggests that comprehensive teacher feedback should
be delivered effectively, particularly when including corrective feedback, which must be provided in a
supportive and encouraging manner. To conclude the results indicate that at this faith-based institution,
teachers tend to offer constructive feedback more frequently than praise or corrective feedback, fostering
greater student motivation and engagement in academic activities. This approach aligns with the school's
philosophy of holistic development, which emphasizes both academic and spiritual growth.
Keywords: Teacher assessment, Academic motivation, Constructive feedback, Praise, Corrective feedback
INTRODUCTION
Teachers’ feedback plays a crucial role in shaping students’ academic motivation and overall learning
outcomes. Effective feedback serves as a guide that helps learners identify their strengths, address weaknesses,
and stay engaged in their academic pursuits. Feedback is one of the most powerful influences on students’
academic motivation when delivered effectively and constructively.When students perceive feedback as
supportive rather than judgemental, they are more likely to be motivated, satisfied, and will have a growth
mindset to do better which in turn, will enhance their overall academic performance. Therefore, understanding
how students interpret and respond to teachers’ feedback is essential in promoting motivation and academic
success.
The issue of feedback and its connection to academic motivation has gained significant attention among
educators and researchers, internationally. One challenge is that many teachers lack sufficient understanding of
how students learn, resulting in feedback that is unstructured or ineffective (Gan et al., 2021). Teacher
feedback may also vary depending on expectations and perceptions, which can create inconsistencies in
motivation and achievement (Gentrup et al., 2020). The Organisation for Economic Co- operation and
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Development (OECD, 2021) has emphasized that feedback practices across schools worldwide need to
be restructured to ensure they effectively promote motivation.
In the Philippines, the challenge of delivering effective and motivational teacher feedback persists across many
schools. Studies show that while teachers recognize the importance of assessment, many still struggle with the
communication and application of feedback that supports student growth and motivation (Marbibi et al., 2022).
Inconsistencies in teachers’ assessment literacy often result in feedback that emphasizes grades or compliance
rather than improvement and encouragement. Furthermore, with the rise of online and blended learning, many
Filipino students have experienced less personalized and less timely feedback, which has negatively impacted
their engagement and motivation (Sagala, Haguisan, & Suarez, 2022). Although some efforts, such as the use
of audio or digital feedback tools, show promise, their effectiveness in enhancing academic motivation remains
uneven (Escultura & Mejico, 2023). These findings highlight a pressing national need to strengthen teachers’
feedback strategies to ensure they not only assess learning but also inspire motivation and self-improvement
among Filipino students.
Various studies have explored teachers’ feedback and academic motivation across the field of research.
However, most are focused on higher education institutions and public populations leaving an evident gap and
limited evidence from faith-based institutions in the Philippines. Existing research often overlooks how
religious and value-oriented environments influence students’ perceptions of feedback and their motivation to
learn. In particular, there is an existing gap regarding the lack of studies conducted in a faith-based setting
where both academic and spiritual growth are emphasized as well as in senior high school populations in the
Philippines, specifically, in Misamis Oriental.
The purpose of this study is to address the population and setting gap by exploring the students’ perception of
teachers’ feedback and its relationship to the academic motivation of senior high school students in a faith-
based institution. By understanding the relationship between students’ perception of teachers’ feedback and the
academic motivation of senior high school students in a faith-based setting, the researchers hope to identify
strategies that teachers can use to make their feedback more effective, encouraging, and aligned with the
institution’s mission of holistic education. The findings of this study may contribute to improving feedback
practices that not only enhance academic performance but also nurture the spiritual and emotional well-being
of students in faith-based learning environments.
Statement of the Problem
1. What is the perceptions of Senior High School Students towards teachers’ feedback in terms of:
a. Constructive Feedback
b. Corrective Feedback
c. Praise Feedback
2. What is the extent of academic motivation among Senior High School Students?
3. Is there a significant relationship between teachers’ feedback and the academic motivation of Senior
High School Student?
LITERATURE REVIEW
Teachers’ feedback has always been a vital part of the classroom. Black and Wiliam (1998) stressed that
assessment is most helpful when it is formative, meaning it gives students feedback that guides them to
improve. In simpler terms, feedback is not just about grading but about helping learners see what they can do
better. Brookhart (2017) also pointed out that the way students view feedback can shape how they respond to
learning. If they feel that the process is fair and supportive, they are more likely to put in effort and perform
well. A study by Al Maharma and Abusa’aleek (2022) supported this idea, revealing that teachers’ feedback
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significantly influenced students’ academic achievement, as learners who received consistent and constructive
feedback demonstrated higher performance and motivation.
Academic Motivation, on the other hand, is what drives students to keep going in their studies. Motivated
students are more likely to exert effort, demonstrate persistence, and achieve higher academic outcomes (Ai,
T., 2025). In Philippine context, feedback has been linked to increased motivation and engagement when it’s
supportive and focused on growth rather than punishment (Escultura & Mejico, 2023). Furthermore, a study
conducted by (Gan et al., 2021) showed that students’ perception of feedback directly influences their
motivation to use feedback for improvement, suggesting that motivation is both a cause and a consequence of
effective feedback practices. Thus, understanding the relationship between feedback and motivation is crucial
in improving student success, especially in faith-based settings where moral and academic growth are
intertwined.
Many studies have also explored how feedback and motivation are connected. Pan, & Gan, Z. (2019) found that
when feedback are designed to support learning, students become more confident and motivated. On the other
hand, when feedback only focus on grades, motivation can drop this is explained by Deci, Koestner, and Ryan
(2001) that the way feedback are done can even determine whether a student’s motivation comes from within
or from outside rewards. In the Philippines, students are more motivated when assessments are meaningful
specifically, a study in Imus City also revealed that self-belief, motivation, and career goals are connected,
suggesting that the way teachers assess can even influence students’ future aspirations (Garcia, 2023).
This study is grounded on Self-Determination Theory and Constructivist Theory, which together explain how
teachers’ feedback influences students’ motivation and learning by addressing their psychological needs and
supporting active knowledge construction. Self-Determination Theory (SDT) by Deci and Ryan (1985)
explains that students are most motivated when their needs for autonomy, competence, and relatedness are
fulfilled. In this view, feedback that is clear, supportive, and non-controlling enhances intrinsic motivation by
helping learners feel capable and valued. When teachers provide feedback that guides improvement and
acknowledges effort, students become more self-driven and engaged in learning. Conversely, overly critical or
controlling feedback can lower motivation by threatening autonomy and confidence. On the other hand,
Constructivist Theory, rooted in the works of Piaget (1976) and Vygotsky (1978), emphasizes that learners
actively build knowledge through experience and interaction. From this perspective, feedback acts as
framework supporting students as they connect new ideas with prior understanding. Effective feedback
encourages reflection, problem-solving, and revision, helping students construct deeper knowledge rather than
memorize facts.
Corrective feedback focuses on identifying and addressing errors in students’ work to improve accuracy and
understanding. In educational contexts, it plays a crucial role in helping learners recognize gaps in knowledge
and adjust their learning strategies accordingly. Studies show that corrective feedback is most effective when it
is delivered respectfully and paired with guidance for improvement (Patra, Alazemi, & Al-Jamal, 2022).
However, overly negative or harsh correction may discourage students and reduce motivation. Research in
language learning and general education confirms that balanced corrective feedback promotes long-term
retention and encourages students to view mistakes as opportunities for growth rather than failure (Li & Vuono,
2019). Therefore, the effectiveness of corrective feedback depends on its tone, timing, and the learner’s
perception of the teacher’s intent.
Constructive feedback aims to guide students toward improvement by highlighting both strengths and areas for
development in a supportive manner. It emphasizes how learners can improve rather than simply pointing out
what is wrong, thereby fostering motivation and self-regulated learning. When feedback is specific, clear, and
encouraging, students are more likely to engage actively and take ownership of their learning (Hattie &
Timperley, 2007). Research indicates that constructive feedback enhances students’ confidence, promotes
reflective thinking, and strengthens their ability to apply feedback in future tasks (Winstone et al., 2017). In
faith-based educational settings, constructive feedback also aligns with moral and holistic growth, nurturing
both competence and character.Knight (2006) concurred that when teachers comprehend their divine calling
and the sacred responsibility entrusted to them as Christian educators, they are better able to integrate faith into
their teaching practices.
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Praise, as a form of positive feedback, reinforces desired behavior and acknowledges student effort or
achievement. When delivered sincerely and specifically, praise boosts students’ intrinsic motivation and sense
of competence (Brophy, 1981). However, generic or excessive praise may backfire, leading to dependency or
reduced self-regulation. According to recent research, effective praise focuses on effort, strategies, and
persistence rather than innate ability helping students develop a growth mindset and resilience (Burnett, 2002
& Henderlong & Lepper, 2002). In the context of faith-based schools, praise that integrates moral values and
recognition of God-given talents can further enhance both academic and spiritual motivation.
Taken together, these studies show that teachers’ assessment practices strongly affect students’ motivation.
Constructive feedback, authentic tasks, and fair grading have been found to boost engagement and learning
outcomes both internationally and locally. Still, there is little research that looks specifically at how Senior
High School students in the Philippines perceive their teachers’ assessment practices and how these
perceptions influence their motivation. This is the gap that the present study seeks to address.
METHODOLOGY
The target population of this study consisted of Senior High School (SHS) students enrolled at Mindanao
Mission Academy (MMA), a faith-based educational institution in Misamis Oriental, Philippines. The study
focused on students in Grades 11 and 12 across different strands (STEM, ABM, and HUMSS).
A stratified random sampling technique was employed to ensure that each strand and grade level was fairly
represented in the sample. The total population of Senior High School students was 800, distributed across
different sections and strands. From this, a total of 250 respondents were selected. The sampling ensured
proportional representation from each stratum, as shown in Table 1.
Table 1. Respondent Sample Determination
Grade Level
Strand
No. of Sections
Population (N)
Sample (n)
Grade 11
HUMSS
4
144
50
STEM
6
230
75
ABM
1
50
13
Grade 12
HUMSS
2
98
25
STEM
6
250
75
ABM
1
40
12
TOTAL
20
812
250
The allocation shows that all enrolled SHS students were proportionally represented according to their strand
and grade level. This method minimized sampling bias and ensured that the diversity of the population was
adequately captured.
Data Collection
The primary data collection instrument used in this study was a structured survey questionnaire composed of
three parts. Part I gathered the respondents’ demographic profile, including their age, gender, strand, and grade
level. Part II focused on the Teachers’ Assessment Scale, which measured three key dimensions Corrective
Feedback, Constructive Feedback, and Praise to evaluate how students perceived their teachers’ assessment
practices. Part III consisted of the Academic Motivation Scale, designed to assess the students’ level of
motivation toward their academic activities and learning engagement.
The questionnaire was designed using a 5-point Likert scale ranging from 1 = Strongly Disagree to 5 =
Strongly Agree. It underwent content validation by subject experts and a pilot test to establish clarity and
reliability before actual distribution. Respondents were assured of voluntary participation, confidentiality, and
anonymity.
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Table 2. Conceptual Definition of Research Variables and Instrument Items
Conceptual Definition
Indicator
Item
Numbers
Total
Numbers
The evaluation of teachers’ feedback practices as
perceived by students, focusing on correction,
constructive guidance, and encouragement.
Corrective Feedback
20
20
Constructive Feedback
15
15
Praise
14
14
The internal drive and determination of students to
engage in learning, persist in tasks, and achieve
academic goals.
Motivational Drive &
Persistence
5
5
54
54
In this study, two major variables were measured: Teachers’ Assessment and Academic Motivation. Teachers’
Assessment was conceptually defined as the evaluation of teachers’ feedback practices as perceived by
students, specifically focusing on correction, constructive guidance, and encouragement. Black and Wiliam
(1998) stressed that assessment is most helpful when it is formative, meaning it gives students feedback that
guides them to improve. In simpler terms, assessment is not just about grading but about helping learners see
what they can do better. This variable was further divided into three indicators: Corrective Feedback (20
items), Constructive Feedback (15 items), and Praise (14 items). A total of 49 items were allocated to measure
Teachers’ Assessment.
Meanwhile, Academic Motivation was defined as the internal drive and determination of students to engage in
learning, persist in tasks, and achieve their academic goals. Ryan and Deci’s (2020) Self-Determination Theory
emphasizes that motivation is influenced by the fulfillment of autonomy, competence, and relatedness needs,
which directly impact persistence and academic achievement. This variable was measured through a single
indicator, Motivational Drive and Persistence, consisting of 5 items.
Altogether, the instrument consisted of 54 items, with 49 items addressing Teachers’ Assessment and 5 items
measuring Academic Motivation. These items were designed to comprehensively capture the dimensions of
feedback practices and their potential relationship with the motivation levels of senior high school students.
Measurement Scale
Table 3. 5-Point Likert Scale Interpretation
5-point Likert scale Interpretation
Scale
Range
Verbal Interpretation
5
4.21 - 5.00
Strongly Agree / Very High
4
3.41 - 4.20
Agree / High
3
2.61 - 3.40
Neutral / Moderate
2
1.81 - 2.60
Disagree / Low
1
1.00 - 1.80
Strongly Disagree / Very Low
Data Analysis
Data will be encoded and analyzed using Jamovi ver. 2.7.6 and Microsoft Excel. Descriptive statistics
(frequency, mean, standard deviation) will be used to analyze the demographic profile and levels of teachers’
assessment and academic motivation.
To test the relationship between variables, Pearson’s correlation will be used to determine the effect of
teachers’ assessment on students’ academic motivation. Reliability will be established through Cronbach’s
Alpha, while validity will be checked using Product Moment Correlation.
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Research Hypothesis
The study is guided by the following hypothesis:
1. There is a significant effect between teachers’ assessment and students’ academic motivation.
2. Corrective feedback significantly affects students’ academic motivation.
3. Constructive feedback significantly affects students’ academic motivation.
4. Praise significantly affects students’ academic motivation.
RESULTS AND DISCUSSIONS
Instrument Items Testing
Validity Test
Table 2. Cronbach’s α results
Construct Teachers’ Assessment
Cronbach’s α
Interpretation
2A. Corrective assessment
0.942
Excellent
2B. Constructive assessment
0.926
Excellent
2C. Praise
0.924
Excellent
Academic Motivation
0.739
Acceptable
Table 2 shows the results of the reliability test using Cronbach’s alpha revealed that the constructs utilized in
this study demonstrated strong internal consistency. For Teachers’ Assessment, all three sub-dimensions
obtained coefficients that are considered excellent, with Corrective Assessment yielding a Cronbach’s α of
0.942, Constructive Assessment at 0.926, and Praise at 0.924. Since all three values are above 0.90, this
indicates that the items measuring these sub-dimensions are highly reliable and consistently capture the
intended aspects of teachers’ assessment. Such high reliability levels suggest that students responded in a
consistent manner to the items, making the measurement of these constructs stable and dependable.
Meanwhile, the construct of Academic Motivation produced a Cronbach’s α of 0.739, which falls within the
acceptable range (0.70–0.79). This result signifies that the items designed to measure academic motivation are
adequately consistent and provide a reliable representation of students’ motivational levels, though not as
strongly consistent as the sub-dimensions of teachers’ assessment.
Taken together, the findings from the reliability analysis confirm that the research instrument employed in this
study is valid for measuring both teachers’ assessment and academic motivation. The excellent reliability of the
teachers’ assessment sub-dimensions strengthens the credibility of the results, while the acceptable reliability
of academic motivation supports its use as a dependable measure. Thus, the instrument can be confidently
utilized to explore the relationship between teachers’ assessment and students’ academic motivation in a faith-
based setting.
TEACHERS’ FEEDBACK
Section 2A. Corrective Feedback
Questions
Mean
SD
Interpretation
1. Feedback helps me identify specific areas where I
4.23
0.94
VERY HIGH
need to improve
2. I find feedback to be more useful when it points out
4.00
0.89
HIGH
errors rather than just providing praise.
3. When I receive feedback, I try to understand its
4.09
0.88
HIGH
purpose before making changes.
4. Feedback should provide clear guidance on how to
4.21
0.96
VERY HIGH
correct mistakes.
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5. I feel confident interpreting feedback that includes
3.81
0.87
HIGH
examples of correct answers.
6. I understand the difference between feedback that
3.86
0.94
HIGH
corrects errors and feedback that provides
encouragement.
7. Feedback motivates me to try harder on future tasks.
4.05
0.90
HIGH
8. When feedback highlights my mistakes, I am more
3.85
0.99
HIGH
likely to revisit and revise my works.
9. Specific suggestions in feedback help me avoid
3.97
0.91
HIGH
repeating the same mistakes.
10. I feel that feedback is more effective when it
focuses on how to correct errors rather than simply
3.96
0.99
HIGH
stating what is wrong.
11. I am comfortable applying feedback to improve
3.95
0.96
HIGH
my performance.
12. I believe that correcting mistakes based on
4.01
0.96
HIGH
feedback leads to better learning outcomes.
13. Feedback that provides hints or clues helps me
3.83
0.92
HIGH
figure out solutions on my own.
14. When I act on feedback, I can see improvement in
my understanding of the topic.
3.85
0.98
HIGH
15. I prefer receiving feedback during the learning
3.85
0.97
HIGH
process rather than after completing the task.
16. I prefer receiving feedback during the learning
3.87
1.04
HIGH
process rather than after completing the task.
17. Feedback should be delivered in a constructive
4.02
1.00
HIGH
and non- judgemental manner
18. Feedback is easier to understand when it is timely
3.85
0.90
HIGH
and given shortly after completing the task
19. I value feedback more when it includes
examples or resources to guide my improvement.
4.08
0.90
HIGH
20. Feedback that encourages reflection on my errors
helps me improve my skills.
4.04
1.05
HIGH
TOTAL
3.96
0.95
HIGH
Section 2A. Corrective Assessment, findings showed an overall mean of 3.96 (SD = 0.95), interpreted as High,
indicating that students consider feedback an important part of their learning. The highest ratings highlighted
that feedback helps identify areas for improvement and provides clear guidance in correcting mistakes, while
other items were consistently rated High, showing that students value timely, constructive, and motivating
feedback. Fitriyah, I., Ningrum, A.S.B., & Gozali, I. (2024).Students perceived their learning motivation is
best preserved through a positive tone of feedback, such as interaction with teachers and teachers' compliments
on their strength instead comments on deficiencies. According to Patra, I et al. (2022) there was a significant
change in the pre-test and post-test due to the feedback received from the teacher, which means that learners’
ATL enhanced remarkably.
In a faith-based school, specifically Mindanao Mission Academy, feedback goes beyond academic correction it
also reflects moral guidance and pastoral care. Teachers’ corrective feedback is viewed as an act of compassion
and encouragement, helping students improve while nurturing humility and integrity. Thus, corrective
assessment at MMA supports both academic growth and spiritual development, reflecting the school’s
commitment to holistic
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Section 2B. Constructive Feedback
Questions
Mean
SD
Interpretation
1. I find feedback most useful when it highlights both strengths and areas for
improvement.
4.08
1.05
HIGH
2. Feedback that focuses on specific behaviors is more helpful than general
comments
4.00
0.99
HIGH
3.I believe constructive feedback is essential for improving performance.
3.97
0.89
HIGH
4.When feedback is unclear, I find it difficult to act on it.
3.91
0.90
HIGH
5.Feedback that includes suggestions for improvement is easier to apply.
3.98
0.95
HIGH
6.I value feedback more when it is delivered with respect and empathy.
4.11
1.01
HIGH
7. Feedback should focus on the effort and process rather than just the final
outcome.
3.83
0.99
HIGH
8.
I feel motivated to improve when feedback is specific and actionable.
3.95
0.98
HIGH
9. Receiving constructive feedback encourages me to reflect on my
performance.
4.01
0.95
HIGH
10. I feel defensive when feedback is not phrased constructively.
3.67
0.95
HIGH
11. I actively seek feedback to understand what I can do better.
3.83
0.87
HIGH
12. I can distinguish between feedback that is constructive and feedback that
is overly critical.
3.78
0.93
HIGH
13.I use feedback as a tool to set goals for improvement.
3.99
0.91
HIGH
14.I feel more confident when feedback acknowledges my progress
alongside areas for growth.
4.07
0.88
HIGH
TOTAL
3.94
0.95
HIGH
The findings revealed an overall mean of 3.94 with a standard deviation of 0.95, interpreted as High. This
suggests that students generally value constructive, respectful, and specific feedback as an important tool for
improvement. The highest-rated items emphasized that feedback is most useful when it highlights both
strengths and weaknesses (M = 4.08, SD = 1.05) and when it is delivered with respect and empathy (M = 4.11,
SD = 1.01). All other statements were also rated High, indicating that students consistently recognize the role
of constructive, actionable feedback in motivating them, fostering reflection, and guiding performance.
“Sustaining Learning Interest Among Disengaged Students: Impacts of Constructive Feedback” (2024) found
that indirect constructive feedback (feedback designed to lead students to reflect, not just correct) positively
affected students’ attitudes and learning mindset in secondary school students who were previously
disengaged. According to Rabia Aslam, Najmonnisa Khan, Victoria Joseph (2021), learning motivation
through constructive feedback was found a significant impact on students’ academic achievement.
In the context of Mindanao Mission Academy, these findings align with the school’s Christ-centered
educational philosophy, which emphasizes holistic development nurturing the intellectual, physical, and
spiritual dimensions of each learner. Constructive feedback at MMA is viewed not only as an academic
strategy but also as an expression of Christian love and discipleship. As Knight (2006) emphasized, when
teachers understand their divine calling and sacred responsibility as Christian educators, they are better able to
integrate faith into their teaching practices. Guided by this understanding, MMA teachers provide feedback that
fosters not only academic excellence but also character formation and spiritual growth.
Section 2B. Praise
Questions
Mean
SD
Interpretation
1. When teachers praise my effort rather than my ability, it encourages me to
3.96
0.95
HIGH
work harder.
2. Receiving specific praise helps me understand what I did well.
3.93
0.94
HIGH
3. General praise, like "Good job", is more helpful than detailed feedback about
my performance.
3.71
0.94
HIGH
4. Praise motivates me to stay engaged in learning tasks.
3.90
0.93
HIGH
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5. Praise from teachers feels more meaningful when it is linked to specific
3.92
0.94
HIGH
actions or achievements.
6. Praise feedback helps me recognize my strengths and weaknesses.
3.97
1.03
HIGH
7. I find that praise alone, without constructive suggestions, improves my
3.69
1.03
HIGH
understanding of a topic.
8. Feedback that praises my effort makes me more confident in tackling difficult
3.85
0.92
HIGH
tasks.
9. When my teacher praises my work, I feel more willing to revise or improve it
3.94
0.99
HIGH
further.
10. Praise feedback encourages me to set higher goals for myself.
3.87
1.03
HIGH
11. I understand that praise is not just about approval but about reinforcing
4.35
3.38
VERY HIGH
positive behavior or learning strategies.
12. Feedback is most useful when it helps me see how to replicate success in
future tasks.
3.97
0.96
HIGH
13. I believe feedback should focus on my effort rather than the end result.
3.77
1.04
HIGH
14. Receiving praise for progress motivates me more than praise for perfection.
3.97
0.95
HIGH
15. I recognize that praise is meant to encourage growth, not just celebrate
achievement.
4.03
0.88
HIGH
TOTAL
3.92
1.13
HIGH
The average mean of 3.92 with a standard deviation of 1.13 indicates a high interpretation. This shows that
students generally perceive praise as an important form of feedback that motivates them, builds confidence,
and reinforces positive learning experiences. The highest-rated statement emphasized that praise is understood
not merely as approval but as reinforcement of positive behaviors and strategies (M = 4.35, SD = 3.38, Very
High). All other items were rated High, suggesting that specific and effort-focused praise is more meaningful
than general praise. Overall, praise feedback is valued by students as a tool that encourages persistence,
engagement, and continuous improvement in learning. Royer and Ennis (2024) it has stronger positive effects
on academic engagement and reduces disruptive behavior. General praise is helpful, but less so than BSP. This
aligns the findings that students prefer praise that clearly identifies what they did well and promotes further
improvement. The study of Zarrinabadi and Rahimi (2022) indicates that praise for effort positively improved
learners’ anxiety, motivations, competence and growth mindsets, while praise for intelligence negatively
influenced them.
In the context of Mindanao Mission Academy’s Christian faith, these findings resonate deeply with the
institution’s philosophy of nurturing students holistically academically, spiritually, and morally. Praise, when
rooted in Christian values, becomes more than recognition. Teachers at MMA use effort-based praise not only
to promote academic excellence but also to affirm students’ God-given potential, strengthen their character,
and inspire them to pursue growth with humility and gratitude.
ACADEMIC MOTIVATION
Questions
Mean
SD
Interpretation
1. I make sure to study on a regular basis.
3.89
1.04
HIGH
2. I work hard to get a good grade even when I don't like class.
3.97
1.03
HIGH
3. I think about the things that I will need to learn before studying.
4.07
0.984
HIGH
4. I feel motivated to do my requirements when the assigned task is easy to do.
4.05
1.04
HIGH
5. I prefer class work that is challenging so I can learn new things.
3.64
1.08
HIGH
TOTAL
3.92
1.03
HIGH
The findings showed a high level of academic motivation (M = 3.92, SD = 1.03), as students reported
consistent study habits, effort toward good grades, and motivation to complete tasks. This supports literature
suggesting that teachers’ assessment practices strongly influence student motivation. Supportive assessments
enhance self- regulation and intrinsic motivation (Ryan & Deci, 2020). Regidor et al. (2024) found that
Senior High School students showed greater motivation when they were in a supportive classroom
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environment. Thus, teachers’ assessment plays a vital role not only in measuring learning but also in
motivating students to engage and persist. According to Charalampous and Darra (2025) the provision of
various forms of teacher's feedback significantly contributed to enhancing students' academic performance,
improving their language skills, and refining their academic writing abilities.
In the context of Mindanao Mission Academy, these insights align with the school’s Christ-centered
philosophy of education, which seeks to nurture students holistically mentally, physically, socially, and
spiritually. Feedback is viewed not merely as a corrective, constructive and praise measure but as a
reflection of Christian mentorship, guiding students toward both academic growth and moral maturity.
Teachers at MMA embody this approach by providing feedback that builds competence while reflecting
Christ-like compassion. Thus, feedback in a faith-based setting such as MMA transcend academic
measurement, serving instead as a means of spiritual encouragement and character development.
RQ 3. Is there a significant relationship between teachers’ feedback and the academic motivation of Senior
High School Student?
Teacher’s Assessment and Academic Motivation
Teachers’ Assessment Indicators
Pearson’s r
p-value
Interpretation
Corrective Feedback
0.311
< .001
Moderate Positive Correlation
Constructive Feedback
0.465
< .001
Strong Positive Correlation
Praise
0.446
< .001
Strong Positive Correlation
Overall Feedbacking
0.448
< .001
Strong Positive Correlation
Note. p < .05 (significant), p < .001 (highly significant).
The results revealed a significant positive relationship between teachers’ assessment and students’ academic
motivation. Specifically, corrective feedback was moderately associated with academic motivation,
r(146) = .311, p < .001, with a similar result found using Spearman’s rho, ρ(146) = .337, p< .001. Constructive
feedback showed a stronger positive correlation, r(148) = .465, p< .001, ρ(148) = .443, p< .001. Praise was
also positively correlated with academic motivation, r(147) = .446, p< .001, ρ(147) = .465, p< .001. Likewise,
overall feedbacking demonstrated a significant positive relationship with academic motivation, r(145) = .448,
p < .001, ρ(145) = .463, p < .001. Brookhart (2013) also pointed out that the way students view assessments
can shape how they respond to learning. If they feel that the process is fair and supportive, they are more
likely to put in effort and perform well. Similarly, Hattie and Timperley (2007), in their widely cited meta-
analysis, highlighted that effective feedback exerts a strong positive influence on both student achievement and
motivation, reinforcing the present study’s findings.
These findings suggest that different forms of teacher feedback, whether corrective, constructive, or affirming,
significantly enhance students’ academic motivation, highlighting the importance of supportive assessment
practices in fostering student engagement and drive.
In the context of Mindanao Mission Academy, this finding reflects the school’s belief in the transformative
power of Christ-centered education. Feedback at MMA is not merely an academic process but an act of ministry
offered with kindness, patience, and purpose. When teachers provide feedback, they mirror Christ’s teaching
approach, guiding students toward wisdom and righteousness. Thus, constructive feedback at MMA fosters
both intellectual growth and spiritual maturity, nurturing learners who seek excellence while walking in faith.
RQ 4. Do feedbacking have significant impact on student’s Academic motivation?
Model
Estimate
SE
t
p
1
Intercept
1.647
0.384
4.28
< .001
Corrective Feedback
-0.205
0.149
-1.37
0.172
Constructive Feedback
0.525
0.175
3.01
0.003
Praise
0.263
0.114
2.31
0.022
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2
Intercept
1.617
0.3886
4.16
<0.001
General Feedbacking
0.587
0.0973
6.04
<0.001
The regression analysis revealed that feedbacking significantly impacts students’ academic motivation. In
Model 1, constructive feedback (β = 0.525, t(df) = 3.01, p = .003) and praise (β = 0.263, t(df) = 2.31, p = .022)
emerged as significant positive predictors of academic motivation, whereas corrective feedback did not show a
significant effect (β = –0.205, t(df) = –1.37, p = .172). In Model 2, general feedbacking demonstrated a strong
and significant positive effect on academic motivation (β = 0.587, t(df) = 6.04, p < .001). These findings
suggest that while corrective feedback alone may not enhance motivation, constructive feedback and praise
meaningfully contribute to students’ academic drive, and overall, comprehensive feedbacking serves as a
robust predictor of higher academic motivation. In the study of Aslam, R., Khan, N., & Joseph, V. (2021). they
found that constructive feedback significantly influences learning motivation, which in turn affects academic
achievement. According to the study of Martinez, V. M., Cardozo, P., Kaefer, A. et al., feedback enhances
motivation and skill learning in adolescents.” (Learning and Motivation, 2024). They reported that simple
encouraging feedback (positive feedback/praise) boosts motivation among adolescents in skill-learning tasks.
Additionally, in the study of Zhang, J. (2020). Peer feedback reflects the mindset and academic motivation of
learners.
CONCLUSION
The study investigated the relationship between teachers’ feedback and students’ academic motivation, and the
findings provide compelling evidence that teacher feedback is a significant predictor of students’ academic
motivation. The reliability analysis, indicated by strong Cronbach’s alpha values, confirmed that the research
instrument was consistent and dependable in measuring both teachers’ assessment practices and students’
motivation.
The results revealed a strong positive relationship between constructive feedback and praise and students’
academic motivation, while corrective feedback showed a moderate but meaningful association. These findings
are consistent with Charalampous and Darra (2023), who emphasized the positive impact of feedback on
academic performance, as well as with Regidor et al. (2024) and Aslam et al. (2021), who found that supportive
and constructive feedback enhances motivation and achievement. This suggests that a comprehensive approach
to feedback balancing praise, constructive guidance, and corrective insight is most effective in fostering student
motivation and engagement. Overall, the study confirms that meaningful and empathetic feedback encourages
students to develop perseverance, self-confidence, and a growth-oriented mindset.
In Mindanao Mission Academy, these findings resonate deeply with the school’s mission and faith-based
philosophy. As an Adventist institution committed to holistic Christian education, MMA believes that
learning should cultivate not only intellectual growth but also moral integrity and spiritual maturity.
Teachers at MMA embody a redemptive approach to education, one that seeks to restore, uplift, and
guide students toward transformation through Christ-centered mentorship. Their feedback is not merely
evaluative but redemptive, aiming to correct with compassion, inspire with hope, and lead students toward
renewed purpose and faith.
Therefore, this study concludes that in a faith-based environment specifically Mindanao Mission Academy,
effective teacher feedback serves a dual purpose, it promotes academic excellence while nurturing spiritual and
moral development. When feedback is delivered with empathy, respect, and redemptive intent, it becomes a
powerful instrument for guiding students not only toward success in learning but also toward character
formation and lifelong discipleship.
RECOMMENDATION
The study found a strong, positive link between teacher feedback and student academic motivation. The most
influential types of feedback were constructive feedback and praise, which significantly predicted a student's
drive to learn. While corrective feedback had a weaker relationship, the overall effect of combining all three
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types was a powerful predictor of motivation. These findings align with previous research from Charalampous
and Darra (2023), Regidor et al. (2024), and Aslam et al. (2021), all of which support the idea that supportive
feedback enhances a student's intrinsic motivation and leads to better academic outcomes. In short, effective
feedback is not just for grading; it is a key tool for motivating students to engage and persist in their academic
journey.
Teachers should use a balanced feedback approach that includes specific constructive, corrective and praise
feedback to motivate students.
Schools should provide professional development on effective, motivational feedback techniques for all
teachers.
Students should be encouraged to view all feedback as a tool for self-improvement and growth.
Researchers should conduct future studies to explore the long-term impact of feedback and to compare its
effects across different grade levels.
ACKNOWLEDGEMENT
The researchers would like to acknowledge, with deepest gratitude, the following individuals who have
contributed a lot in taking this paper into fruition. First and foremost, they would like to thank Our Almighty
God for giving them the strength and ability to complete their research study. We are grateful for Him, because
of his guidance we overcome the struggles and challenges. Without him, they could not have imagined their
research study to be done. All glory to him. We are also grateful to Sir Scott Lim Gahum for being their
research teacher. We would like to thank him for being so generous to share his knowledge, time, and expertise
about this study. Thank you for helping them correct their errors. Thank you for your tireless patience with
their daily requests. The researcher’s dearest appreciation comes to the senior high school students for allowing
them to take their time to conduct their research study. Thank you for your attention and cooperation in making
this research paper possible. You are the greatest help in making this research paper. We would like to say
thank you to the panel members Sir Clifford Jac Abejo, Sir AJ Sayson, Sir Mharlon Tabaosares and Sir Scott
Lim Gahum for giving us time to acknowledge our research paper and cooperating with us in our research.
Lastly, the researchers would like to take pride in acknowledging the guidance of our parents who supports and
allowing us to go home late and letting us go even without any classes just to make our research. We are
grateful for them for their patience and understanding.
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