Enhancing Classroom Learning Outcomes: The Power of Immediate Feedback Strategy

Abstract

The study investigates the effects of using immediate feedback as a teaching strategy. Additionally, the impacts of immediate feedback and gender on students' classroom learning outcomes were examined. The study was designed as a quasi-experimental, pretest-posttest, experimental, and control group. The sample consisted of 225 junior secondary school level 2 (JSS 2) students. Students were chosen from two intact coeducational classes and split into experimental and control groups. All relevant data was collected using a study tool called the Science, Technology, English Language & Mathematics Achievement Test-Questionnaire (STEMAT-Q), which was developed, validated, and used. Data collected were analysed using the mean, standard deviation, Student's t-test, and analysis of covariance (ANCOVA). The study's findings demonstrate that an immediate feedback technique significantly affects the learning outcomes of students. However, for treated male and female students, the interaction effects of the immediate feedback technique and gender on classroom learning outcomes were not significant. Immediate feedback is particularly successful at addressing student confusion, correcting errors, identifying learning gaps, bridging gender differences in student learning outcomes, and inspiring students to learn well. Based on the above findings, the researcher recommends the provision of immediate feedback for students during the learning process or class discussion or activities to enhance their learning skills and help them retain key concepts, ideas, and principles.