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Impact of Corrective Feedback for Students’ Homework on Their Learning Achievement

Author

Listed:
  • Tahmina Shahzadi

    (M.Phil. Minhaj University, Lahore Pakistan)

  • Shafqat Ali

    (Associate Professor of Education, Minhaj University, Lahore, Pakistan)

  • Tariq Mahmood

    (Corresponding Author, Headmaster, Govt. High School Chicherwali, Sialkot, Pakistan)

  • Sabir Hussain

    (M.Phil. Minhaj University, Lahore, Pakistan)

Abstract

Impact of homework on learners learning level in the subject of English was the main theme of the study. The motivation behind this research was to examine the actual impact of homework i.e. either students improve or only rely on homework completion. At elementary level normally English subject is considered more difficult than other subjects that’s why study was conducted on English subject. This study was of experimental where manipulation was done by assigning homework and giving them feedback. For this study pre-test post-test control group was adopted. 60 students were taken from Govt. High school Chicherwali, district Sialkot randomly from class 8th and further divided into two groups i.e. experimental and control group. An instrument comprised of 40 MCQs was developed and got validated from experts. Pretest was taken from every one of the experimental and control group students. A treatment of 60 days was completed keeping in view the single blind experimental method. After the educating, a post-test was taken from both groups independently. After the posttest, information was tabulated and analyzed by using t-test to investigate the problem. Results depicted that homework affected the achievement level of students very positively.

Suggested Citation

  • Tahmina Shahzadi & Shafqat Ali & Tariq Mahmood & Sabir Hussain, 2022. "Impact of Corrective Feedback for Students’ Homework on Their Learning Achievement," Journal of Policy Research (JPR), Research Foundation for Humanity (RFH), vol. 8(3), pages 265-271, September.
    • Handle: RePEc:rfh:jprjor:v:8:y:2022:i:3:p:265-271
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