Abstract

This study aimed to determine the kind of teacher feedback that would help students to do better in school. The goal is to help teachers to deliver more concrete feedback based on the preference of students. This research aimed to answer if the medium used and manner of delivery be objective variables to how students would respond and react to certain types of feedback. An interview was conducted using several questions related to the research problem and attained answers from sixteen(16) participants from Holy Family Academy's Junior High School students. Four students from every grade level were divided into two groups. The first group consists of the regular sections and the other group consists of students from the best section. Results showed that students preferred oral feedback over written feedback, regardless of their section type, whether the best section or regular. The medium used and manner of delivery were indeed objective variables to how students would respond. The typical responses of students to either positive or negative feedback showed that they were open and grateful to feedback, especially constructive criticism. Phenomenological Research Design was used to investigate events present. The data gathered and categorized were used to search for consistent evidence that a certain type of feedback affects how students respond and how it motivates them. It was concluded that oral feedback is by far the best way to motivate students to do better because it is personal, direct, concise, and clear to understand. By this result, it is clear that verbal or oral feedback is an important aspect in the development and progress of a student's needs, especially in their motivation in school.