Date of Publication

8-2025

Document Type

Dissertation

Degree Name

Doctor of Philosophy in Science Education Major in Physics

Subject Categories

Science and Mathematics Education

College

Br. Andrew Gonzalez FSC College of Education

Department/Unit

Science Education

Thesis Advisor

Voltaire Mallari Mistades

Defense Panel Chair

Lydia S. Roleda

Abstract/Summary

Feedback is a critical component of assessment, with various studies confirming its positive effect on learning outcomes. However, gaps exist between teachers’ conceptions of feedback and their actual feedback practices, and between teachers' and students' perceptions of feedback. Recent studies also highlighted the importance of developing teacher feedback literacy to provide effective feedback and to support the feedback process. Addressing these issues requires understanding the landscape of the feedback practice in the classroom. This study explored the feedback views and practices in their physics classes of six junior high school science teachers from a public school in Rodriguez, Rizal. Using a qualitative multiple case study approach, data were gathered from classroom observations and semi-structured interviews. Case reports were developed to describe the individual participants’ feedback views and practices, which were then analyzed to determine their conformity to the competencies of feedback-literate teachers as articulated in Boud and Dawson’s model. A thematic analysis was also conducted to identify similar and unique views and practices, as well as feedback needs and challenges.

The findings reveal various teachers’ views about feedback definition, message, implementation, context, and agents. Ideas also emerged about the teachers’ beliefs on students' place in the feedback process. Various feedback practices were also observed. While they exhibited high conformity with micro competencies, the participants generally showed minimal conformity with macro and meso competencies of teacher feedback literacy. The definitions of feedback tended to be teacher-centered, shaping both their feedback views and practices. Similar and unique feedback views and practices were also identified, with an emphasis on the composition of a feedback message that informs students about their performance and points for improvement. The findings also reveal the participants’ feedback needs, such as professional development to improve their feedback practice. Key challenges include the lack of time, students’ receptiveness to feedback, and heavy workload. The study recommends accessible professional development programs for teachers and the development of student-centered instructional models that promote feedback to improve feedback practice. The researcher also suggests that teachers give equal importance to feedback and include a strategic planning of the feedback process in their teaching practices.

Abstract Format

html

Language

English

Format

Electronic

Keywords

Physics—Study and teaching; Teacher-student relationships; Feedback (Psychology)

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Embargo Period

9-2026

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Available for download on Tuesday, September 01, 2026

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