INFLUENCE OF TEACHERS’ FEEDBACK ON MOTIVATION AND SELF-EFFICACY AMONG SECONDARY SCHOOL STUDENTS IN KWARA STATE

Abstract

This study explores the influence of teachers' feedback on motivation and self-efficacy among secondary school 
students in Nigeria. This study employed quantitative research design of survey type. The research involved 300 
participants comprising students from various secondary schools in the state. A structured questionnaire titled 
“Teachers’ Feedback, Students Motivation and Self-efficacy Questionnaire (TFSMSQ)” was used to collect data. The 
data collected were used to examine the perceived influence of teachers' feedback on students' motivation levels and 
self-efficacy beliefs. The findings reveal significant correlations between the nature of feedback provided by teachers 
and students' motivation to learn, as well as their confidence in their abilities to succeed academically. Specifically, 
constructive feedback that is specific, timely, and encouraging was found to positively influence students' motivation 
and self-efficacy. On the other hand, feedback characterized by criticism or lack of clarity was associated with 
decreased motivation and self-efficacy among students. These results underscore the importance of effective feedback 
practices in schools for enhancing student engagement and academic performance. It was recommended among others, 
that secondary school teachers should provide feedback to their students in order to motivate and improve their self
efficacy and academic performance and that the type of feedback back provided by secondary school teachers should 
be timely, specific and encouraging.