Date of Award

2024

Degree Type

Thesis

Degree Name

Master of Education (MEd)

First Advisor

Winston Edward Massam

Department

Institute for Educational Development, East Africa

Abstract

This study explored teachers’ feedback practices and its influence on student learning in Competency-Based Curriculum (CBC) in a selected lower secondary school in Central Division, Arua City. The study aimed at exploring how teachers’ feedback impacts on students’ competency development and its related challenges in CBC. The study used a qualitative research approach to engage two school administrators, three lower secondary class teachers and five students through interviews, lesson observations, focus group discussion and document analysis. The data was transcribed using Ms Word, coded using colors and themes derived through thematic analysis. The findings revealed that in addition to written and oral feedback strategies, CBC implementation introduced two feedback strategies namely peer feedback and direct corrective feedback strategies. While written and oral feedback were widely practiced, peer feedback and direct corrective feedback strategies were less commonly used in CBC. Additionally, it was found that teachers' feedback encouraged self-reflection, motivation, skills development, and enabled teachers to clarify competences and learning objectives. Though many teachers and students in the study perceived feedback positively, it is hampered by several challenges. Teachers expressed stress due to additional responsibilities that were affecting their time for marking and returning students' work. Moreover, some students resisted feedback outcomes from their teachers, perceiving it as unfocused, unclear and judgmental. The study also identified shortcomings in the feedback tracking and monitoring system within the school. To better improve feedback in CBC, teachers need to devote and balance their time, guide and counsel students to change their mindset and students too need to positively embrace the feedback outcomes from their teachers.

First Page

1

Last Page

84

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