Date of Publication

8-2025

Document Type

Master's Thesis

Degree Name

Master of Science in Teaching Major in Chemistry

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

Maricar S. Prudente

Defense Panel Member

Socorro E. Aguja
Ma. Kristina B. Dela Cruz

Abstract (English)

This action research investigated the effects of empowered feedback on the learning of Chemistry among Grade 12 students, with the goal of improving teaching practices and fostering deeper student engagement. Anchored on the Plan-Do-Study-Act (PDSA) model, the study introduced an intervention consisting of three interconnected components: feedback literacy, dialogic written feedback, and peer feedback. Forty Grade 12 students enrolled in Physical Science served as participants. Data were collected through a pre- and post-intervention survey on student perceptions of feedback, focus group discussions, dialogic feedback forms, reflective journals, and audio recordings of peer interactions during collaborative activities.

Findings revealed that prior to the intervention, students tended to equate feedback with grades and perceived it as limited in usefulness for improving learning. After the implementation of empowered feedback, students reported enhanced awareness of the purpose and value of feedback, greater receptiveness to peer and written comments, and increased motivation to revise and improve their work. Quantitative results from the paired-sample t-test indicated a significant positive shift in learners’ perceptions of feedback across four domains: usefulness, purpose, written feedback, and peer feedback. Qualitative analysis further supported these findings, showing that students actively engaged with teacher and peer inputs, developed self-regulation, and demonstrated improved conceptual understanding in selected Chemistry topics such as polarity of molecules, intermolecular forces, collision theory, and light phenomena.

The study concludes that empowered feedback promotes not only academic achievement but also learner agency, collaboration, and reflective practice. By embedding feedback as an interactive and continuous process, teachers can cultivate a classroom culture where students view feedback as a vital tool for growth rather than a mere evaluative measure. Implications point to the need for sustained teacher training on effective feedback strategies and the integration of feedback literacy in science instruction to strengthen the quality of learning outcomes.

Abstract Format

html

Abstract (Filipino)

-

Abstract Format

html

Language

English

Format

Electronic

Keywords

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

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Embargo Period

8-2026

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Available for download on Saturday, August 01, 2026

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