Impact of Teachers’ Prompt Feedback on Academic Performance of Senior Secondary School II Students in Mathematics in Benue State, Nigeria
DOI:
https://doi.org/10.66545/je4z2w13Keywords:
Prompt feedback, academic performance and impactAbstract
Education is aimed at bringing out desirable behavioural changes which may be overt or covert. These behavioural changes are the objectives of teaching/learning. To achieve this aim, a prompt feedback is required. The study is on the impact of teachers’ prompt feedback on the academic performance of Senior Secondary School (SS2) students in mathematics in Nigeria. Two (2) research questions guided the study. The study adopted the quasi-experimental pre-test and posttest non-equivalent group design where 13894 senior secondary school students made up the population. Three hundred and sixty-eight SSSII students were sampled for the study using purposive and simple random sampling techniques. A mathematics achievement test was used for data collection. The Content Validity Index (CVI) was 0.70, indicating a high reliability coefficient of the instrument. Mean and standard deviation were used to answer research questions, and an independent sample t-test was used to test hypotheses. The result showed a significant difference in the mean performance of students in mathematics and gender. Therefore, it is recommended that teachers establish prompt feedback during and after lessons and consider gender differences during lesson delivery.
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