The Impact of Teacher Feedback on Students’ Academic Performance: A Mediating Role of Self-efficacy

Abstract

A teacher’s constructive, evaluative and corrective feedback is generally perceived as an essential ingredient for the students’ academic performance. It is also believed that self-efficacy contributes as a mediator between a teacher’s feedback and students’ academic performance. The present study was conducted to find the impact of the teachers’ constructive, corrective, and evaluative feedback on students’ academic performance with self- efficacy as a mediator. By utilizing the stratified sampling technique, data was gathered through a structured questionnaire from 336 sample cases of the Bachelor of Science (BS) and the Bachelor of Education, Honors (B. Ed, Hons) batches of the higher education institutes in Turbat, Pakistan. The findings revealed that the teachers’ constructive, corrective, and evaluative feedback have significant effect on students’ academic performance. Furthermore, the results also indicate that students’ self-efficacy has a significant mediating effect between the teachers’ constructive and evaluative feedback and students’ academic performance.