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Setback to and Encouragement of Feedback: Teacher and Student Perspectives

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  • Felicitas Ogonna Ejinkonye
  • Romy O. Okoye

Abstract

The research explored setback to, and encouragement of feedback as perceived by teachers and students. Three research questions guided the study. The population of the study constituted 180 teachers and 3200 students in government owned secondary schools in Ekwusigo L.G.A of Anambra State. Simple random sampling technique was used to draw the sample of teachers and students. Two questionnaires, one for teachers and one for students were used to collect data. Arithemetical mean was used in answering the research questions. The results revealed that all the stipulated factors constituted setbacks to teachers in giving feedback to their students. All the teachers indicated that all the listed items can encourage them in giving feedback to their students. Also, almost all the items except one constituted setback for the students in receiving feedback from their teachers. It was recommended that workload of teachers should be moderate, and the teacher should be relieved of other duties that may affect teaching and learning. Also, students’ seriousness should be boosted by ensuring that they repeat class when they fail among others.

Suggested Citation

  • Felicitas Ogonna Ejinkonye & Romy O. Okoye, 2021. "Setback to and Encouragement of Feedback: Teacher and Student Perspectives," European Journal of Education and Pedagogy, European Open Science, vol. 2(3), pages 113-117, June.
    • Handle: RePEc:epw:ejedu0:v:2:y:2021:i:3:id:30118
    DOI: 10.24018/ejedu.2021.2.3.118
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    References listed on IDEAS

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    1. Karachiwalla, Naureen & Park, Albert, 2017. "Promotion incentives in the public sector: Evidence from Chinese schools," Journal of Public Economics, Elsevier, vol. 146(C), pages 109-128.
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