Exploring the feedback landscape in physics classrooms: Multiple case studies on JHS science teachers’ feedback views and practices

Clicks: 5
ID: 287499
2025
Free PDF
Article Quality & Performance Metrics
Overall Quality
Not rated
Combines reader engagement with the AI quality analysis. This article has not been analysed, so there is no overall score — reader engagement is measured and shown alongside.
AI Quality Assessment
Not analyzed
Readership in this journal
Emerging

Ranked #1,919 of 3,757 articles by views in Malay Journal

Most read Least read

Bar heights use a square-root scale. Only the 120 most-read articles are drawn; the journal has 3,757 in total.

Mint this article as an NFT
Not yet minted

Create a permanent, verifiable on-chain record of this article on the Scimatic Network. The NFT is held in your Journament account, and you can withdraw it to your own wallet at any time.

5 SUSD one-off · no wallet required
Sign in to mint
Abstract
Feedback is a critical component of assessment, with various studies confirming its positive effect on learning outcomes. However, gaps exist between teachers’ conceptions of feedback and their actual feedback practices, and between teachers' and students' perceptions of feedback. Recent studies also highlighted the importance of developing teacher feedback literacy to provide effective feedback and to support the feedback process. Addressing these issues requires understanding the landscape of the feedback practice in the classroom. This study explored the feedback views and practices in their physics classes of six junior high school science teachers from a public school in Rodriguez, Rizal. Using a qualitative multiple case study approach, data were gathered from classroom observations and semi-structured interviews. Case reports were developed to describe the individual participants’ feedback views and practices, which were then analyzed to determine their conformity to the competencies of feedback-literate teachers as articulated in Boud and Dawson’s model. A thematic analysis was also conducted to identify similar and unique views and practices, as well as feedback needs and challenges. The findings reveal various teachers’ views about feedback definition, message, implementation, context, and agents. Ideas also emerged about the teachers’ beliefs on students' place in the feedback process. Various feedback practices were also observed. While they exhibited high conformity with micro competencies, the participants generally showed minimal conformity with macro and meso competencies of teacher feedback literacy. The definitions of feedback tended to be teacher-centered, shaping both their feedback views and practices. Similar and unique feedback views and practices were also identified, with an emphasis on the composition of a feedback message that informs students about their performance and points for improvement. The findings also reveal the participants’ feedback needs, such as professional development to improve their feedback practice. Key challenges include the lack of time, students’ receptiveness to feedback, and heavy workload. The study recommends accessible professional development programs for teachers and the development of student-centered instructional models that promote feedback to improve feedback practice. The researcher also suggests that teachers give equal importance to feedback and include a strategic planning of the feedback process in their teaching practices.
Reference Key
persistent_1760661779_68f19113bef3b Use this key to autocite in the manuscript while using SciMatic Manuscript Manager or Thesis Manager
Authors Gardon, Jetro D.
Journal Malay Journal
Year 2025
DOI
DOI not found
URL
https://animorepository.dlsu.edu.ph/etdd_scied/54
Keywords Keywords not found

Citations

No citations found. To add a citation, contact the admin at info@scimatic.org

Comments

No comments yet. Be the first to comment on this article.