RESEARCH SCRIPT – DECEMBER 4, 2019

GROUP 1

THE PERCEPTIONS OF GRADE 11 STUDENTS TOWARDS THE IMPACT OF TEACHERS’

ALTHEA: A pleasant morning to you all! Today we will be discussing the research proposal we have
regarding the perceptions of grade 11 students of Saint Louis University Laboratory Senior High
School towards the impact of teachers’ feedbacks.

JANNUS: Now, it is fair to wonder why we have chosen this particular topic to deal with, and here is
the answer. First of all, it is important for the students to know how well they are doing as they learn.
This is because the knowledge that they are doing well gives students a sense of achievement which
motivates them to learn more. However, different student surveys across the world have also
emphasized that students are dissatisfied with the feedback they receive on their course works (David
Nicol, 2010). In turn, this may affect or impact their academic learning and performance in class.

ALTHEA: Feedback is one of the most powerful influences on learning and achievement, but this
impact can be either positive or negative. Teachers have an enormous amount of influence on their
students since they spend six and a half hours at school each day on average. This influence, or power
can significantly impact the learning environment, which in turn affects a student’s achievement in
school.

JULIANNE: When a student perceives that he is welcomed and wanted in the classroom, he is more
likely to be engaged and motivated. Students who perceive that their teachers are more supportive have
better achievement outcomes on standardized Math tests and English grades (Gehlbach, 2012). It
motivates students, boosts their confidence, helps them understand and develop their skills.

NEXTER: Feedback can enhance the student’s ability to perform a task and judge their own
performance. Van De Ridder et al. described feedback as “being specific information about the
comparison between a trainee’s observed performance and a standard, given with the intent to improve
performance”. Students are given the opportunity for feedback to determine any performance gaps and
to improve performance areas in which they might be expected to self-assess accurately. A feedback
strategy is needed to reduce the gap and enhance the appropriateness of self- assessment.
JULIANNE: On the other hand, students who feel their teacher is not supportive towards them have
less interest in learning and are less engaged in the classroom (Rimm-Kaufman & Sandilos, 2012);
thus, it can affect their academic learning and achievement.

SEAN: Another thing to consider is that, when teachers experience negative relationships or
interactions with their students, teachers feel stress and internalize these feelings. These can hinder
teachers from helping their students succeed academically(Price, 2008), especially if there are
discipline concerns present.

SEAN: According to Hattie and Timperley (2007), there are three key components that constitute
feedback in learning. That is, the pre-requisite properties for feedback include: information on the goal
of performance, information about how performance meets the goal, and strategies to address the gap.

JULIANNE : Not all feedback is equally effective, and it can even be counterproductive, esp. if it is
presented in a solely negative or corrective way. Pennebaker (2014) provided tips for providing
students with the kind of feedback that will increase motivation, build on existing knowledge, and help
them reflect on what they’ve learned. These include, first, be specific as possible. Second, it should be
given as soon as possible. Third, address the learner’s advancement toward a goal. Fourth, the provider
of the feedback must present the feedback carefully. And last, teachers must involve the learners in the
process

KIRK: (RESEARCH GAP) One rationalization in the discourse is that learners do not understand what
is meant by feedback (Hattie and Timperley 2007, Shute 2008) and therefore do not recognize
‘feedback’ when it is provided. Students think that they haven’t received any feedbacks from their
teachers, but they actually have.

KIRK: This research study is intended to find out the different perceptions of students towards the
impacts of feedbacks that their teachers give to their academic learning and the preferred feedbacks of
grade 11 students. After gathering the data, the researchers will inform them about the findings. This
may help both students and teachers to realize how they should receive or give feedbacks, respectively.

GHINRAY: Now that we are familiar with the background of the study, we can move on to the
significance of the study. The teacher’s feedback is very significant because it will boost the student’s
confidence and they will be motivated to learn.

LESTER: It will also be beneficial for the teachers because they will know what feedback is most
appropriate for their students; thus, it could improve their academic learning and performance in class.
ROLLY: This study is mainly based on the perceptions of the students towards the impacts of feedback
to their academic learning, may it be a positive or negative effect and the preferred feedback of the
chosen respondents.

NEXTER: The data in this paper that will be collected will give out information about how teachers’
feedback can affect student’s academic learning and performance in class. This will be conducted in
Saint Louis University Laboratory Senior High School and the selected target respondents are students
from Grade 11 Male and Female high school students.

HANNAH:
The researchers aim to answer the following specific problems:
1. How do these feedbacks impact the academic learning of the students?
According to Hattie and Timperley (2007) providing students with meaningful feedback can
greatly enhance their learning and achievement. This also became our drive in choosing our research
problems as we are one of the direct recipients of feedback. In the academe, feedback is a two way
concept- it can either motivate or demotivate students. An example is the concept of Pygmalion effect
wherein an expectation or feedback about people’s ability and self-worth positively influence their
performance (My teacher thinks I can, so I will). Overall, feedback serves as an avenue for students to
rectify their weak points at the same time, to better improve their performance.
EIOIN:
2. What are the preferred feedbacks of grade 11 students?
Our study revolves around to this specific question. We, the researchers, aim to find answers on
how the teacher's feedback would affect the student's way of learning and performance. One of our
question is "what are the preferred feedbacks of grade 11 students?" wherein we seek to identify how
the grade 11 students of St. Louis University SHS desire to receive feedback from their respective
teachers. We have come up with this question because we would like to understand why the students
have different ways that they prefer in accepting the teacher's feedback. These are the reasons why we
considered these questions for our research.

DIANE: After reading up on related literature and studies, it was then our turn to design our own
research and determine how we will go about it. The analytical tool that will be utilized for this
research endeavor is phenomenology because it would give the results that the researchers need due to
the fact that our respondents would describe their experiences on how feedback impacts their academic
learning.
KIRK: And based from their experiences, what type of feedback do the grade 11 students prefer the
most; thus, we will be using phenomenology to successfully grasp and interpret the data needed.

JULIANNE: The key informants are the grade 11 students of SLU-LSHS. The total sample size is 50.
When students enter higher education, the type of feedback they then receive, intentionally or
unintentionally, will play an important part in shaping their learning futures. Senior High School is a
whole lot different from Junior High School, for it prepares the students what college-life will be like
and it will direct the students to focus more on their chosen courses and career paths that they will be
taking in the future. Since they are new in SHS, their perceptions on the feedback they received back in
the Junior High School will differ from the feedbacks that they will be receiving in Senior High School.

SEAN: The researchers would make use of random sampling in distributing questionnaires because it
is to avoid such potential bias. Each member of the subset (Grade 11 students) has an equal probability
of being chosen. The researchers will conduct their study in Saint Louis University Laboratory Senior
High School to lessen the work, expenses, and to have more time to finalize their research paper.

JANNUS: The researchers will be using questionnaire or survey in gathering the data to determine the
grade 11 students’ perceptions towards the impacts of teachers’ feedbacks and their feedback
preferences.

ALTHEA: We are hopeful that the results will be able to contribute to the empowerment of students, as
they will help determine the things that are worth paying attention to. People will become more aware
of how feedbacks impact students’ learning, and it gives the latter a chance to be understood. Thank
you. The floor is now open for questions.