RESEARCH OF SOCIAL SCIENCES (SMC-PRIVATE) LIMITED(ROSS) & PAKISTAN SOCIAL SCIENCES REVIEW (PSSR) adheres to Creative Commons Attribution-Non Commercial 4.0 International License. The authors submitting and publishing in PSSR agree to the copyright policy under creative common license 4.0 (Attribution-Non Commercial 4.0 International license). Under this license, the authors published in PSSR retain the copyright including publishing rights of their scholarly work and agree to let others remix, tweak, and build upon their work non-commercially. All other authors using the content of PSSR are required to cite author(s) and publisher in their work. Therefore, RESEARCH OF SOCIAL SCIENCES (SMC-PRIVATE) LIMITED(ROSS) & PAKISTAN SOCIAL SCIENCES REVIEW (PSSR) follow an Open Access Policy for copyright and licensing.
How to Cite
Influence of Teachers' Formative Assessment Feedback and Students' Learning Activities on English Subject at Secondary School Level
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.
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