Constructive Feedback: A Key to Maximize Students’ Motivation towards Science at Secondary Level

Abstract

The study aimed to determine the effects of constructive feedback on students’ motivation toward chemistry subject across the treatment/control groups. A Quasi experimental research design was used. A purposive sampling technique was applied and 97 female students of grade IX from a public sector school were selected. The students' motivation was measured by using the Students' Motivation in Chemistry Questionnaire (SMCQ). The application of the constructive feedback exhibited a significant effect on learners' motivation in the subject of Chemistry, encompassing all five dimensions. Based on these findings, it is suggested the integration of the constructive feedback becomes an integral component of daily assessment practices within the Chemistry domain. Additionally, educators are advised to incorporate constructive feedback strategiesinto classroom settings nationwide. This approach holds the potential to enhance students' motivation and ultimately foster more effective learning experiences in Chemistry