THE INFLUENCE OF TEACHER’S FEEDBACK AND STUDENT’S MOTIVATION ON SENIOR SECONDARY SCHOOL STUDENT’S COMPOSITION WRITING
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Abstract
This study examined "The Influence of Teacher's Feedback and Student's Motivation on Senior Secondary School Student's Composition Writing." It investigated the types of teachers' feedback commonly used in senior secondary schools; examined the extent to which intrinsic and extrinsic motivations influence students' performance in composition writing; explored the interaction between teachers' feedback and students' motivation on composition quality; and identified the main barriers to teachers providing effective feedback in composition writing classes in Edo State.
The research used a descriptive survey approach to gather information without altering any variables, focusing on senior secondary schools in Egor Local Government Area, Edo State. A total of one hundred and fifty (150) students made up the population and sample, selected through purposive sampling to ensure students who met the study's specific needs were included. A questionnaire titled "Teachers' Feedback and Students' Motivation Questionnaire" was developed by the researcher and divided into two sections, with a four-point Likert scale used to rate responses. For validity, the instrument was reviewed by both lecturers and the researcher's supervisor and was refined based on their feedback. Reliability was confirmed using the Cronbach Alpha method, producing a strong result of 0.868, which confirmed that the instrument was dependable. The questionnaire was personally distributed by the researcher to encourage accurate responses and was retrieved immediately after completion. All collected data were analyzed using frequency and percentage to address the research questions clearly.
Findings from the study discovered that written corrections and grading are the most commonly used feedback types in composition writing instruction; both intrinsic and extrinsic motivations significantly influence students' composition writing performance, with students responding positively to topic enjoyment, teacher praise, grades, and examination preparation; teacher feedback and student motivation interact synergistically to enhance composition quality, as encouraging feedback increases student interest and improves writing performance; large class sizes and heavy workload represent the main barriers to effective feedback provision. Based on these findings, the study recommends that class sizes be reduced to enable individualized feedback; teachers adopt balanced feedback approaches combining corrective and motivational elements; technology-assisted feedback tools be integrated to support traditional methods; and teacher professional development programs be organized to enhance feedback skills and understanding of motivation theories.
The research used a descriptive survey approach to gather information without altering any variables, focusing on senior secondary schools in Egor Local Government Area, Edo State. A total of one hundred and fifty (150) students made up the population and sample, selected through purposive sampling to ensure students who met the study's specific needs were included. A questionnaire titled "Teachers' Feedback and Students' Motivation Questionnaire" was developed by the researcher and divided into two sections, with a four-point Likert scale used to rate responses. For validity, the instrument was reviewed by both lecturers and the researcher's supervisor and was refined based on their feedback. Reliability was confirmed using the Cronbach Alpha method, producing a strong result of 0.868, which confirmed that the instrument was dependable. The questionnaire was personally distributed by the researcher to encourage accurate responses and was retrieved immediately after completion. All collected data were analyzed using frequency and percentage to address the research questions clearly.
Findings from the study discovered that written corrections and grading are the most commonly used feedback types in composition writing instruction; both intrinsic and extrinsic motivations significantly influence students' composition writing performance, with students responding positively to topic enjoyment, teacher praise, grades, and examination preparation; teacher feedback and student motivation interact synergistically to enhance composition quality, as encouraging feedback increases student interest and improves writing performance; large class sizes and heavy workload represent the main barriers to effective feedback provision. Based on these findings, the study recommends that class sizes be reduced to enable individualized feedback; teachers adopt balanced feedback approaches combining corrective and motivational elements; technology-assisted feedback tools be integrated to support traditional methods; and teacher professional development programs be organized to enhance feedback skills and understanding of motivation theories.
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