Abstract
This study aims to present a plan for a musical vocal teaching method using positive feedback by examining the effect of positive feedback on learners' academic achievement in musical vocal teaching methods. The average differences in academic achievement, absent days, positive feedback, negative feedback, and total feedback frequency were confirmed by gender through statistical analysis independent sample t-group verification, and data collected through direct surveys were analyzed using SPSS 29.0 after error review. The more positive feedback, the higher the individual vocal ability, the better the learner's academic achievement. This is useful and necessary for presenting and improving musical vocal teaching methods.
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