Students’ Perception of Teachers’ Feedback and its Relationship to Academic Motivation in a Faith-Based Institution

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.

Teacher assessment, Academic motivation

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