Teachers’ feedback and English academic achievement of grade 8 and 9 students at Sulu State College Laboratory High School

Abstract

Among students at Sulu State College Laboratory High School in Grades 8 and 9, a study was done to look into the connection between academic achievement in English and instructor feedback. The purpose of the study was to investigate the effects of instructor feedback methods on students' performance in English classes. Surveys and an analysis of academic records were used to gather information about how well teachers' feedback improved students' learning outcomes. The results showed a strong relationship between students' academic achievement in English in Grades 8 and 9. Students' levels of academic accomplishment and English proficiency were higher when they received timely and constructive feedback from their teachers. Students' academic growth in English was found to be significantly influenced by effective feedback mechanisms, including encouragement, targeted suggestions for improvement, and personalized comments. The study emphasizes the significance of high-quality feedback in promoting student learning and academic development, particularly in English language subjects. To support students' overall academic achievement and English language proficiency at Sulu State College Laboratory High School, recommendations include implementing continuous assessment practices, promoting a feedback-oriented classroom culture, and improving teacher training on feedback strategies.