Abstract
Generally, Chemistry is the backbone of manufacturing industries, but unfortunately in Pakistan, it is considered a difficult subject for many students, therefore they have found less motivation toward this subject and show poor performance in examinations. Constructive feedback is a technique utilized by teachers in the classroom globally to increase students’ academic performance. From the previous research, it was found that Pakistani teachers use the traditional methods of feedback to access their students’ performance. Hence, the current study aims to investigate the effects of constructive feedback on students’ academic achievement, especially in the chemistry subject. Therefore, by deploying a true-experimental research design, a sample size of 97 students of grade-IX were selected through a purposive sampling technique. Students’ academic achievement was measured through a self-made chemistry achievement test (CAT). The findings inidicated a significant result of constructive feedback on students’ academic achievement. Students’ ability group result was also found significant for academic achievement, which proved that low score achievers performed better when they received proper constructive feedback. Furthermore, these findings may contribute toteachers' ongoing professional development in terms of constructive feedback and teacher-student centered learning process.
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