Abstract

Feedback is an essential part of the learning process, but there is limited research on the comparative effectiveness of oral and written feedback. This study investigated the impact of oral and written feedback on students’ academic achievement in mathematics. A total of 60 students from Government High School Rasool Pur Tehsil Jampur District Rajan Pur three different sections were randomly assigned to one of two groups: oral feedback or written feedback. The students in the oral feedback group received feedback on their work from the teacher immediately after completing each task. Within 24 hours of finishing each assignment, the teacher provided written feedback to the students in the group that received it. Using a standardized mathematics test, the student's academic performance was evaluated. According to the test results, the students in the oral feedback group performed better than those in the written feedback group. There was a statistically significant performance gap between the two groups. According to the study's findings, written feedback may be superior to written feedback when it comes to raising students' math achievement. To confirm these results and learn more about the variables affecting the efficacy of both oral and written feedback, more research is required.
https://doi.org/10.5281/zenodo.10500287