An investigation of students' perception of the effectiveness of online feedback from teachers in Jos Central LGA, Plateau State
- Project Research
- 1-5 Chapters
- Abstract : Available
- Table of Content: Available
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- NGN 5000
Background of the Study
Online feedback from teachers plays a pivotal role in shaping students’ learning experiences and academic growth. In Jos Central LGA, Plateau State, where digital learning has rapidly expanded, the manner and quality of feedback delivered through online platforms have become critical determinants of student success. Feedback serves not only as a tool for correcting errors but also as a mechanism for motivating students and guiding them toward deeper understanding of the course material (Okeke, 2023). In a virtual classroom environment, where face-to-face interaction is limited, the clarity, timeliness, and constructiveness of online feedback are essential for maintaining student engagement and promoting self-directed learning (Chinwe, 2023).
The use of digital platforms has transformed traditional feedback methods, allowing teachers to provide personalized, detailed responses to student work in a timely manner. This shift has been facilitated by advancements in educational technology that enable interactive and multimedia feedback, which can enhance comprehension and retention of information (Nwankwo, 2024). In Jos Central LGA, the adoption of these technologies has opened up new avenues for improving academic performance and bridging the gap between instruction and student understanding. However, challenges such as inconsistent feedback practices, technical difficulties, and variations in teacher digital proficiency remain prevalent (Eze, 2024).
Moreover, the effectiveness of online feedback is influenced by students’ perceptions of its relevance and utility. When students view feedback as constructive and actionable, they are more likely to incorporate suggestions into their learning process, thereby improving their academic outcomes. Conversely, poorly delivered feedback can lead to confusion, decreased motivation, and disengagement from the learning process (Ifeoma, 2023). Cultural factors and previous educational experiences further shape how students perceive and respond to online feedback, making it imperative to understand these dynamics within the context of Jos Central LGA.
This study seeks to investigate students’ perceptions of online feedback in secondary schools, aiming to evaluate how the nature of feedback influences learning behaviors and academic achievement. By examining variables such as timeliness, clarity, and personalization of feedback, the research intends to provide a comprehensive analysis of its effectiveness. The study also explores the challenges teachers face in delivering effective online feedback and the subsequent impact on student performance. Ultimately, the findings are expected to inform best practices in online pedagogy and enhance the overall quality of digital education in Jos Central LGA (Oche, 2025).
Statement of the Problem
Despite the growing importance of online feedback in digital learning environments, many students in Jos Central LGA face challenges in receiving feedback that is both timely and effective. Inconsistencies in the quality and delivery of online feedback have led to confusion and dissatisfaction among students, adversely affecting their academic progress (Okeke, 2023). Teachers often struggle with adapting traditional feedback methods to digital formats, and limited training in digital communication exacerbates these challenges (Chinwe, 2023). Moreover, technical issues such as slow internet speeds and platform limitations can delay feedback delivery, reducing its impact on student learning (Nwankwo, 2024).
The absence of a standardized approach to online feedback has resulted in varied student perceptions, with some viewing the feedback as beneficial while others find it ambiguous or insufficiently detailed. This variability not only hampers the learning process but also contributes to a lack of confidence in the online educational system. Additionally, the cultural and contextual factors specific to Jos Central LGA may influence how students interpret and value the feedback they receive (Eze, 2024). Without clear guidelines and consistent practices, the effectiveness of online feedback remains questionable.
This study aims to address these issues by investigating how students perceive the quality and effectiveness of online feedback from teachers in their digital classrooms. It will explore the key factors that determine whether feedback is deemed constructive and actionable, and how these perceptions correlate with academic performance. Furthermore, the research will examine the challenges teachers encounter in providing high-quality online feedback and propose strategies to overcome these barriers. The ultimate goal is to develop a framework for delivering effective online feedback that enhances student learning outcomes and fosters a more engaging digital education environment (Ifeoma, 2023).
Objectives of the Study
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To evaluate students’ perceptions of the effectiveness of online feedback.
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To identify factors that influence the quality of online feedback in digital classrooms.
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To recommend strategies for enhancing the delivery and impact of online feedback.
Research Questions
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How do students perceive the timeliness and clarity of online feedback from teachers?
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What factors most significantly affect the effectiveness of online feedback in digital learning?
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Which improvements can enhance the overall quality of online feedback in secondary schools?
Research Hypotheses
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Effective online feedback is positively correlated with improved student academic performance.
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Clear and timely feedback enhances student engagement in online learning.
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Standardized feedback practices can reduce ambiguity and improve learning outcomes.
Significance of the Study
This study is significant as it explores the pivotal role of online feedback in enhancing student learning in digital environments. By examining student perceptions and identifying the challenges associated with online feedback delivery, the research offers valuable insights for educators and policymakers. The findings will guide the development of improved feedback strategies that promote clarity, timeliness, and actionable insights, ultimately leading to enhanced academic performance. This research contributes to the broader discourse on digital pedagogy, ensuring that feedback mechanisms are effectively integrated into online learning practices in Jos Central LGA.
Scope and Limitations of the Study
This study focuses exclusively on students’ perceptions of online feedback in secondary schools in Jos Central LGA, Plateau State. It examines the quality, clarity, and timeliness of feedback provided via digital platforms and does not include other aspects of online teaching or feedback in traditional classroom settings.
Definitions of Terms
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Online Feedback: Digital responses provided by teachers to students’ work, including comments, grades, and suggestions for improvement.
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Student Perception: The subjective interpretation and evaluation of educational experiences by students.
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Digital Pedagogy: Teaching practices and strategies that leverage digital technologies to facilitate learning.
