This study provides the empirical support that how feedback support
students to improve their achievement in mathematics. The sample of
the study was 87 students of Mathematics in grades IX. There were 43 students in the
control group and 44 students in the experiment group. Groups were matched on
students’ results in Mathematics in grade 8 to ensure the equivalence of both groups.
Furthermore, a pretest was also conducted to confirm
equivalence. The researcher employed different
techniques and strategies of feedback while teaching
mathematics to the experiment group. At the end of the
intervention, the participants of this study were posttested. The collected data was analyzed by SPSS 15
version. A comparison of pretest and posttest scores of
control and experiment group has shown a significant
effect of feedback on students’ achievement in
mathematics. The average and the low ability learners of
the experiment group outperformed the learners of the
respective abilities in the control group.
1-Tahira Batool Assistant Professor,Department of Research and Evaluation,Lahore College For Women University, Lahore, Punjab, Pakistan. 2-Mumtaz Akhter Professor,Department of Education, University of Management and Technology, Lahore, Punjab, Pakistan.
Formal and Informal Feedback, Verbal and Written Questioning, Dialogue, Achievement