Teacher Feedback Techniques: An Analyses of Students’ Self-Efficacy in Mathematics

This study investigated how teacher feedback techniques affect mathematics students’ self-efficacy in mathematics. The feedback approaches considered in the study were Knowledge of Result (KR), Knowledge of Correct Result (KCR), and Elaborate Response (ER). The study was conducted using a non-equivalent pretest post-test quasi-experimental research design. The study used three experimental groups and one control group. The sample for the study consisted of 197 JS2 students chosen from four intact classes using multi-stage sampling technique. An instrument called Mathematics Self-Efficacy Questionnaire (MSQ) was used for data collection. MSQ was validated and by three experts. The reliability of the instrument was computed using Cronbach Alpha coefficient with the reliability coefficient found to be 0.83. Four research questions and four hypotheses guided the study. ANCOVA, means and standard deviations were used as statistical tools. Results reveals that the mathematics self-efficacy mean ratings of students exposed to KR, KCR, and ER were all separately significantly higher than those in the control group with p-values found as p = 0.00, p = 0.03, and p = 0.00 respectively. Within the experimental groups, results indicated a significant difference among the means of the groups with p = 0.00. A Fishers’ Least Significant Difference (LSD) post-hoc pairwise comparison analysis conducted shows that students exposed to KR significantly attained higher self-efficacy mean rating than those in KCR and ER. However, the mean self-efficacy rating of students in KCR and ER was not found to be significantly different with p = 0.07. The study concluded that teacher-feedback gives students the needed motivation to enhance their self-efficacy in mathematics. The study recommended that mathematics teachers should always include feedback in their lessons.