THE ROLE OF CONSTANT AND CONTINUOUS FEEDBACK ON STUDENTS’ LEARNING MOTIVATION

Abstract

The concept of students' learning motivation refers to identifying the effects of learning on students who successfully participate in the activities proposed in the instructive-educational process. Motivation influence students to self-encourage, self-identify and aspire to performance in learning, to self-regulated. (Hamjah, 2010). The concept of constant and continuous feedback, in this research, is an important element of the continuous or formative assessment, offered by the teacher to the students; constant and continuous feedback is a conscious and deliberate reaction of teachers to offer students qualitative assessments aimed at maintaining a balance in the teaching-learning-evaluation process and to lead to an increased student learning motivation. The present study is a part of a more extended research, this being an exploratory session, performed in order to investigate the role of constant and continuous feedback on students' learning motivation. We have discover that students do not make a real correlation between immediate feedback and the assessment method through which such feedback can be provided. Through oral assessments students can receive the "clearest" feedback right away that could be a qualitative and quantitative feedback. Through the quiz, immediate feedback can be given in the sense of quantitative feedback. We investigate students' motivation from the scale of the intrinsic motivation, with the secondary scale of pleasure and challenge, and from the scale of the extrinsic motivation, with the secondary scale of recognition and reward.