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Exploring the Ripple Effect: How Teachers and Feedback Shape the Flow of Student Involvement, Discussion, and Knowledge Exchange to Enrich Learning Outcomes

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  • Merry Grace B. Alpuerto

    (Holy Cross of Davao College, Davao City, Davao Del Sur, Philippines)

  • Gwen Jelly L. Bentayao

    (Holy Cross of Davao College, Davao City, Davao Del Sur, Philippines)

  • Glein B. Bustamante

    (Holy Cross of Davao College, Davao City, Davao Del Sur, Philippines)

  • Nelson S. Lubguban

    (Holy Cross of Davao College, Davao City, Davao Del Sur, Philippines)

  • Cristy Pearl G. Quibod

    (Holy Cross of Davao College, Davao City, Davao Del Sur, Philippines)

  • Lilian B. Dupa

    (Holy Cross of Davao College, Davao City, Davao Del Sur, Philippines)

Abstract

This study explores how teachers’ roles and feedback can enhance students’ grammar and composition skills. It focuses on understanding how teaching strategies and feedback shape learning outcomes in advanced grammar and composition courses. Through interviews with 12 graduate students in Davao City, the research uncovers how thoughtful feedback and active teacher involvement create a supportive learning environment. The findings reveal that fostering student engagement, encouraging collaboration, and facilitating knowledge exchange are key to improving grammar skills and overall learning outcomes. The study underscores the need for feedback-driven and teacher-guided approaches in language instruction, contributing to the broader goal of providing inclusive, equitable, and high-quality education, as outlined in Sustainable Development Goal 4.

Suggested Citation

  • Merry Grace B. Alpuerto & Gwen Jelly L. Bentayao & Glein B. Bustamante & Nelson S. Lubguban & Cristy Pearl G. Quibod & Lilian B. Dupa, 2025. "Exploring the Ripple Effect: How Teachers and Feedback Shape the Flow of Student Involvement, Discussion, and Knowledge Exchange to Enrich Learning Outcomes," International Journal of Research and Innovation in Social Science, International Journal of Research and Innovation in Social Science (IJRISS), vol. 9(5), pages 4881-4893, May.
    • Handle: RePEc:bcp:journl:v:9:y:2025:issue-5:p:4881-4893
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