JH CERILLES STATE Main-Campus

Mati, San Miguel, Zamboanga del Sur

INVESTIGATING STUDENTS
PERCEPTION TO TEACHERS
FEEDBACK IN ONLINE CLASS
JESSA G. LIGAN
LIRIE JANE P. MOJADO
MARY ROSE P. ROSALES
 JH CERILLES STATE COLLEGE – Main Campus
Mati, San Miguel, Zamboanga del Sur

Ligan, Jessa G. Mojado, Lirie Jane P. Rosales, Mary Rose P.

Introduction
• In the classroom, students' perception is a significant
instrument for assessing effective teaching approaches (König
and Pflanzl, 2016).
• Perceived successful teaching, on the other hand, are
restricted to a single location or nation (Fernández-Garca et
al., 2019).
• Student achievement, retention, and growth are all directly
tied to feedback (Bloxham and Boyd, 2007).

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Introduction
• Teachers' feedback practices are linked to their ideas about
students' learning (Gamlem, 2015).
• Interactions between instructors and students are used to
"elicit perceptions and judgements (Boud and Molloy, 2013)
• The value of feedback is determined by how students
interpret it (Kyaruzi et al., 2019).

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Theory and Conceptual Framework
• The Self-Determination Theory is one of the theories that has
studied the phenomena that occur from teacher-student
interaction (Ryan and Deci, 2017). One of its sub-theories,
the Basic Psychological Needs Theory (BPNT).
• This study aims to investigate the students’ perception to
teachers’ feedback in online class.

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Theory and Conceptual Framework

Teachers’ Feedback
Students’ Perception • Positive
• Negative

Figure 1: Schematic Diagram of the Study

Statement of the Problem
This research aims to investigate students’ perception and their
significant relationship with respect to teachers’ feedback in online
class.
Specifically, this study sought answers to the following problems:
1. What is the level of students’ perception in online class?
2. What is the level of teachers’ feedback in online class?
3. Is there a significant relationship between students’ perception and
teacher’s feedback?

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Scope and Limitation
• * This study aimed to enlighten and inform readers on the level of
students’ perception to teachers’ feedback in online class. The
content of this study might provide relevant information to identify
the significant relationship between students’ perceptions to
teachers’ feedback in online class with regards to their year level.

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Significance of the Study
This study will unlock new knowledge that contributes to
the school of J.H. Cerilles State College which reveals
significant information.
*Students and Teachers

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Review of Related Literature
• When a teacher gives feedback to a student, he or she is basically
offering information on the student's performance or
comprehension (Hattie & Timperlay, 2007).
• Teachers should utilize feedback to close the gap between a
student's comprehension and actual performance and the teacher's
expectations for how he should perform or grow (Hattie, 2009).

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Review of Related Literature
• Susanti (2016) investigate students' perceptions of effective
feedback based on their degree of skill, finding that feedback from
lecturers is effective in writing and feedback from peers is effective
in oral form.
• Narciss (2008) defines "feedback" as "post-response information
that informs learners on their present states of learning and/or
performance in order to aid them in determining if their states fit
the learning aims in a given context," and Widiastuti (2019) agrees.

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Methodology
Research Design
• Quantitative study that uses a descriptive correlational design
using predictive approach.
Research Environment
• The researchers decided to conduct their study in a state college in
Zamboanga del Sur.
Sampling Design
• Simple random sampling design
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Methodology
Research Participants
• The participants of this study were the enrolled college students of
first year and second year English major students
Research Instruments
• The Responsive Pedagogy Questionnaire (RPQ).
Data Gathering Procedures
• followed the proper research ethical standards, the necessary
permissions and endorsement are secured
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Research Instruments

The RPQ was adapted for the EFL subject by Vattoy

& Smith (2019).
The RPQ is scored using a 4-point Likert scale
ranging from “strongly disagree” (1) to “strongly
agree” (4).

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Research Instruments
RESPONSIVE PEDAGOGY QUESTIONNAIRE
  Scale
Perceived Teacher Feedback Practice SA A D SD
4 3 2 1
TFP1: The feedback I receive from English teachers helps me
understand the task better.        

TFP2: The feedback I receive from English teachers is

provided in a way that I learn something from working on it.        

TFP3: The feedback I receive from English teachers tells me

how I can do better next time.        

TFP4: The feedback from English teachers makes me better

understand what I am going to learn.        

TFP5: When I receive back tests or tasks in English, I am told

what I need to practice more to do better next time.        

TFP6: My teachers make me aware of what I need to work

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more on to achieve a better learning result.
Thanks!

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