Influence of Teachers' Formative Assessment Feedback and Students' Learning Activities on English Subject at Secondary School Level

Authors

  • Dr. Shakeela Shah Assistant Professor, Faculty of Education, University of Sindh, Jamshoro, Sindh, Pakistan
  • Jameel Ahmed Qureshi Ph. D Scholar, Faculty of Education, University of Sindh, Jamshoro, Sindh, Pakistan
  • Nazia Memon M.Phil. Scholar, Faculty of Education, University of Sindh, Jamshoro, Sindh, Pakistan

Keywords:

Formative Assessment, Secondary School Teachers, Students Learning, English subject

Abstract

The goal of this study was to determine the influence of teachers’ feedback in formative assessment on students' learning outcomes in English subject at secondary school level. Assessment is a continuous procedure that occurs throughout the educational process with the goal of boosting students’ learning. This quantitative study adopted an experimental research design to measure the effect of teachers’ feedback in formative assessment on student learning outcome on English subject through random sampling method. Fifty students were chosen from two schools in the taluka of Kotri Jamshoro. A validated English subject test from the text book of ixth class was used as a research instrument. The research found that teachers’ formative assessment feedback improved students' English learning results. Teachers' formative assessment feedback boosted students' motivation and learning engagement. Thus, successful formative assessment approaches led to improved student learning activities. Administrators should create programmes to help teachers execute formative assessment appropriately in the classroom.

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Published

2022-06-30

Details

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    PDF Downloads: 64

How to Cite

Shah, S., Ahmed Qureshi, J., & Memon, N. (2022). Influence of Teachers’ Formative Assessment Feedback and Students’ Learning Activities on English Subject at Secondary School Level. Pakistan Social Sciences Review, 6(2), 1026–1035. Retrieved from https://ojs.pssr.org.pk/journal/article/view/202