An assessment of the impact of teacher feedback on student performance in STEM in Oke-Ero LGA, Kwara State

An assessment of the impact of teacher feedback on student performance in STEM in Oke-Ero LGA, Kwara State

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Background of the Study
Teacher feedback is recognized as a vital component in the educational process, especially in STEM subjects where conceptual clarity and problem‐solving abilities are paramount. In Oke-Ero LGA, Kwara State, recent educational reforms have underscored the need for systematic and constructive feedback mechanisms to bridge the gap between instruction and learning outcomes. Research suggests that timely and specific feedback not only enhances student motivation but also promotes critical thinking and self-regulation (Adeyemi, 2023). In STEM disciplines, where the integration of theory and practice is crucial, effective feedback assists students in identifying misconceptions and refining their problem-solving strategies (Johnson, 2024). Despite its acknowledged benefits, there is evidence that many teachers struggle to provide feedback that is both actionable and supportive, partly due to high student-to-teacher ratios and limited professional development opportunities. In this context, understanding the dynamics of teacher feedback becomes essential for enhancing student performance. The educational landscape in Oke-Ero LGA is marked by diverse student backgrounds and resource limitations, which further complicate the feedback process. Some educators have turned to digital platforms to provide more personalized comments; however, the effectiveness of these tools remains under-researched locally (Ogunleye, 2023). Furthermore, cultural factors and traditional pedagogical approaches sometimes hinder the adoption of innovative feedback practices, creating a disparity between expected and actual student outcomes. In view of these challenges, this study seeks to assess how feedback practices influence STEM performance, exploring factors such as clarity, frequency, and mode of delivery. The investigation will combine quantitative surveys with qualitative interviews, aiming to capture both statistical trends and nuanced teacher and student perspectives. Previous studies indicate that when feedback is directly linked to learning objectives and delivered in a timely manner, student achievement improves significantly (Musa, 2024). Moreover, enhanced teacher training and resource allocation are seen as critical to optimizing these practices. Thus, this study will provide a comprehensive examination of current feedback practices, the challenges faced by educators, and the resultant impact on students’ STEM performance. By contextualizing these findings within the local educational environment, the study aspires to offer actionable recommendations for policy makers and school administrators to bolster teaching methodologies and student support systems (Bakare, 2024).

Statement of the Problem
Despite the recognized benefits of teacher feedback in fostering improved academic performance, schools in Oke-Ero LGA face significant challenges in implementing effective feedback strategies. Many teachers are constrained by large class sizes and heavy workloads, which often result in delayed or superficial feedback that fails to address individual student needs (Ogunleye, 2023). In several cases, feedback provided is generic rather than tailored to the specific misconceptions or learning gaps in STEM subjects. This lack of precision not only limits students’ ability to correct errors but also diminishes their confidence in tackling complex STEM problems (Adeyemi, 2023). Moreover, there is a notable absence of structured professional development programs that equip educators with innovative feedback techniques, thereby perpetuating traditional, less interactive methods. Students, on their part, sometimes misinterpret the feedback received or fail to see its relevance to their learning process, leading to diminished engagement and suboptimal academic outcomes (Johnson, 2024). The problem is further compounded by infrastructural limitations; for instance, while some schools have adopted digital platforms to facilitate feedback, inconsistent internet access and a lack of technical support undermine these efforts (Musa, 2024). This multifaceted issue calls for a systematic investigation into how teacher feedback is currently administered and perceived in STEM classrooms. Without a clear understanding of these dynamics, efforts to improve student performance may be misguided or ineffective. The study, therefore, aims to identify the key challenges in the feedback process, determine how these challenges impact student learning, and explore viable solutions to enhance feedback efficacy. Addressing these problems is essential to ensure that feedback not only informs students about their performance but also motivates them to improve and engage deeply with STEM subjects (Eze, 2023).

Objectives of the Study

• To assess the effectiveness of current teacher feedback practices in enhancing STEM performance.

• To identify the challenges teachers face in delivering timely and constructive feedback.

• To propose strategies for improving feedback mechanisms in STEM classrooms.

Research Questions

• How does teacher feedback influence student performance in STEM subjects?

• What challenges do teachers encounter in providing effective feedback?

• What strategies can be implemented to improve feedback practices in STEM education?

Research Hypotheses

• H1: There is a positive relationship between timely teacher feedback and student performance in STEM.

• H2: Inadequate teacher training is associated with less effective feedback practices.

• H3: The use of digital feedback tools enhances the clarity and timeliness of teacher feedback.

Significance of the Study
This study is significant as it provides empirical insights into how teacher feedback impacts student performance in STEM within Oke-Ero LGA. Its findings will assist educators, policymakers, and curriculum developers in designing targeted interventions to improve feedback practices, ultimately enhancing student learning outcomes. The study also contributes to the broader educational discourse by addressing local challenges and offering evidence-based recommendations (Obi, 2023; Bakare, 2024).

Scope and Limitations of the Study
This study is limited to examining teacher feedback on student performance in STEM within selected schools in Oke-Ero LGA, Kwara State. The findings are context-specific and may not be generalizable to other subjects or regions.

Definitions of Terms

• Teacher Feedback: Information provided by educators regarding students' performance aimed at guiding improvement.

• STEM Performance: The academic achievement of students in Science, Technology, Engineering, and Mathematics subjects.

• Constructive Feedback: Detailed, actionable commentary designed to facilitate student improvement.

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