Investigating Students’ Perceptions of Effective Feedback Strategies that Support Their Learning

Abstract

Feedback is widely recognized as one of the most powerful influences on student learning and academic achievement. However, the effectiveness of feedback depends not only on the techniques employed by teachers but also on students’ perceptions, interpretations, and utilization of the feedback provided. This qualitative study investigated students’ perceptions of effective classroom feedback strategies among Form Three students in a Kenyan high school and freshman university students in the United States. Guided by the theory of co-generative dialogues, the study explored the feedback strategies commonly experienced by learners and examined how students perceive and respond to various forms of classroom feedback. Data were collected through classroom observations, semi-structured interviews, nominal group discussions, document analysis, and questionnaire notecards. Findings revealed that students generally preferred immediate and explicit feedback, although feedback that encouraged learners to generate their own corrections produced deeper learning outcomes. Trust and supportive classroom relationships emerged as essential conditions for effective feedback. Differences were observed between secondary and university students regarding preferences for teacher and peer feedback. The study recommends that teachers adopt learner-centered feedback approaches and that teacher education programs integrate feedback literacy into professional preparation.