What are the highly significant findings of your study?

-The study found that teacher feedback—specifically constructive, corrective, and evaluative feedback
—plays a highly influential role in students' motivation and achievement. The results showed that all
three types of feedback are perceived as highly influential by the respondents, with corrective
feedback being slightly more influential in helping students recognize mistakes and prepare for future
academic activities. Additionally, when analyzed based on demographic factors such as sex, age, and
course, there was no significant difference in the level of influence of teacher feedback. This indicates
that feedback is influential, regardless of these factors.

How consistent are your findings with your research title?

-Our findings are fully aligned with our research title, The Influence of Teachers’ Feedback on Students’
Motivation and Achievement. The results confirm that teacher feedback significantly influenced
students' motivation and academic achievement. The study successfully established that all three
types of feedback contribute positively to students’ learning experiences, thus validating the research
focus.

What are the bases of your recommendations?

-Our recommendations are based on the study's findings that teacher feedback is a key factor in
motivating students and improving their academic achievement. Since feedback has been found to be
highly influential, we recommend that educators enhance their feedback strategies, ensuring that
they provide clear, constructive, and timely feedback to students. We also suggest that schools
conduct seminars or open forums to assess the effectiveness of feedback in the learning process and
create a more supportive classroom environment.

Why did you use the quantitative method?

We chose the quantitative method because it allows for objective measurement and statistical
analysis of the relationship between teacher feedback and student motivation and achievement. This
method enabled us to collect numerical data, identify patterns, and determine the extent of influence
that different types of feedback have on students. Additionally, using a quantitative approach ensured
that our results were reliable, generalized, and systematically analyzed using statistical tools.

How did you gather data?

Data was gathered through a researcher-made questionnaire, which was distributed to 115 first-year
BEED and BPED students. The questionnaire consisted of demographic questions and Likert-scale
items measuring the perceived influence of constructive, corrective, and evaluative feedback on
student motivation and achievement. The survey was conducted in person to ensure a high response
rate and clarity in answering.

How did you administer the questionnaire?

The questionnaire was personally distributed by the researchers to the selected respondents. Prior to
administration, we sought permission from the school administration and informed the respondents
about the purpose of the study. The respondents were given ample time to answer the questionnaire,
and their responses were collected and kept confidential.

Why did you use a questionnaire checklist?

A questionnaire checklist was used because it allowed for a structured and standardized way of
collecting data. By using a Likert scale, we were able to quantify the respondents' perceptions
regarding the influence of teacher feedback on their motivation and achievement. This method also
made data analysis more efficient, as it provided measurable results that could be statistically
interpreted.
How did you come up with that number of respondents?
The number of respondents was determined using simple random sampling from the total population
of 163 first-year BEED and BPED students. Based on sampling techniques, 115 respondents were
chosen to ensure a representative sample while maintaining the feasibility of data collection. The
sample size was considered sufficient for statistical analysis and reliability.

Why do you have very few respondents?

While the study had 115 respondents, which is a significant proportion of the total population, we
acknowledge that a larger sample could provide more comprehensive results. However, given the
time constraints and the scope of our study, this number was deemed appropriate to yield
meaningful findings while ensuring accuracy and reliability.

Why did you not include the other stakeholders?

The study focused specifically on students because they are the primary recipients of teacher
feedback, making them the most relevant respondents for assessing its influence on motivation and
achievement. Other stakeholders, such as teachers and administrators, could provide valuable
insights, but including them would have expanded the study beyond its intended scope. Future
research may consider incorporating other stakeholders for a more holistic perspective.

How did you validate your questionnaire?

The questionnaire was validated by five expert jurors using the Content Validity Ratio (CVR) by Lawshe
(1975). The jurors assessed the questionnaire’s relevance, clarity, and appropriateness for measuring
the influence of teacher feedback. The computed CVR was 1.0, indicating that the instrument was
valid and suitable for data collection.

Is this instrument adopted or researcher-made? Why?

The instrument is researcher-made. We designed it to specifically align with the objectives of our
study and to measure the influence of different types of teacher feedback on student motivation and
achievement. While we reviewed existing instruments in related literature, we found it necessary to
create our own to ensure that it addressed our research questions directly.

Where did you get the items in your instrument?

The questionnaire items were developed based on our review of related literature, theoretical
framework, and previous studies on teacher feedback and student motivation. We ensured that the
items accurately reflected the key variables being studied. The items were also reviewed by experts
during the validation process.

Have you answered all your statement of the problem (SOP)?

Yes, all research questions outlined in the statement of the problem were addressed. We successfully
determined the demographic profile of the respondents, assessed the extent of influence of teacher
feedback on student motivation and achievement, and analyzed whether significant differences
existed based on sex, age, and course. The findings directly answered our study objectives.

Where can we find the data supporting your findings?

The data supporting our findings can be found in Chapter 3 (Results and Discussion) of our
manuscript. The tables and statistical analyses present the responses of our participants, along with
interpretations that link the findings to existing literature.

What are the limitations or weaknesses of your study?

The study is limited to first-year BEED and BPED students at Colegio de Sta. Ana de Victorias, which
may restrict the generalization of the findings to other institutions or year levels. Additionally, the
study focused solely on teacher feedback, without considering other factors that may influence
student motivation and achievement, such as peer influence or learning environment. Future
research could explore these additional variables.
What is the contribution of your study to the knowledge economy or to the current situation?

This study contributes to the understanding of how teacher feedback influences student motivation
and academic achievement, emphasizing its importance in the learning process. The findings can
guide teachers in refining their feedback strategies to enhance student engagement and
achievement. Additionally, school administrators can use the insights to implement professional
development programs that promote effective feedback practices. By highlighting the significance of
teacher feedback, the study adds valuable knowledge to the field of education, particularly in
improving instructional methods and student outcomes.

What prompted you to propose this study? (REFER TO RATIONALE)

This study was prompted by the recognized significance of teacher feedback in enhancing student
motivation and academic achievement. Research by Mendoza et al. (2023) highlights that feedback
narrows the gap between current and desired performance, making it an essential tool in education.
The lack of localized studies on this topic within our institution motivated us to explore this
relationship further.

What is your motivation in conducting this study?

Our motivation for conducting this study is to explore the level of influence that teacher feedback has
on student motivation and achievement. We aim to identify the significant relationship between
teacher feedback and student outcomes, which can provide valuable insights into how feedback
mechanisms affect learning. By understanding these dynamics, we hope to offer educators and
policymakers the knowledge to create targeted interventions and support systems that address the
specific needs of students, ultimately fostering better educational outcomes

Why did you chose this topic/study?

We chose this study because we recognize the significant role that teacher feedback plays in students'
academic achievement and motivation. As future educators, we want to understand how different
types of feedback—constructive, corrective, and evaluative—influences students' learning
experiences and how teachers can optimize their feedback strategies to enhance student success.

One of the reasons we pursued this topic is that we have observed that while teacher feedback is
commonly given, its effectiveness varies depending on how it is delivered and received by students.
Some students respond positively to feedback, using it as motivation to improve, while others may
feel discouraged if feedback is not properly communicated.

What is the most relevant theory of your research? (REFER TO THEORETICAL FRAMEWORK)
The most relevant theory is Bandura’s Social Cognitive Theory, which highlights the interaction
between personal, behavioral, and environmental factors. This theory underpins our investigation
into how teacher feedback influences students’ motivation and achievement by fostering self-
regulated learning behaviors (Bandura, 2001).

How is your theory relevant to your study? ( REFER TO THEORETICAL FRAMEWORK)

Bandura’s Social Cognitive Theory emphasizes the interplay between personal, behavioral, and
environmental factors (Bandura, 2001). This theory is relevant because it supports the idea that
constructive, corrective, and evaluative feedback can improve student motivation and achievement
by fostering a proactive and self-regulated learning environment. These theoretical foundations
helped shape our Statement of the Problem.

What are the main issues/debates in this area?

The main issues and debates in this area, as highlighted in the Review of Related Literature, revolve
around the effectiveness of different types of teacher feedback and its influence on student
motivation and achievement. One key debate is the balance between constructive and corrective
feedback. While constructive feedback is seen as encouraging and motivating, corrective feedback is
sometimes viewed as less supportive, potentially discouraging students if not delivered properly
(Sermsook et al., 2017).

Additionally, there is ongoing discussion about whether evaluative feedback can truly foster long-
term motivation, or if it primarily serves as a measurement tool without contributing to deeper
learning (Carless & Winston, 2020). Another issue is the cultural context of feedback, as research
shows that feedback practices may differ based on educational systems, which can affect students’
responses to feedback (Cobos, 2023). This raises questions about the generalization of feedback
strategies across different educational settings.

What do you think will be the practicability of your research?

This research is highly practical as it provides actionable recommendations for improving feedback
practices. The findings can be immediately applied by teachers to enhance classroom interactions and
by administrators to guide professional development initiatives.