PUPILS' PERCEPTION OF TEACHERS' FEEDBACK TECHNIQUES AND ITS INFLUENCE ON THEIR SOCIAL AND EMOTIONAL LEARNING SKILLS

EDUCATION

This study aimed to determine the pupil’s perception of teachers’ feedback techniques and its influence on their social and emotional learning skills at Bunawan, Agusan del Sur. The research employed a quantitative approach through descriptive correlational and causal-comparative research designs, utilizing a survey questionnaire as the primary data-gathering tool. The respondents were the randomly selected 141 Grade VI pupils. Proportionate sampling was used to get a representative split in terms of sex and age. The data collected were analyzed using statistical methods such as frequency count, percentage, mean, analysis of variance (ANOVA), and independent samples t-test. The findings revealed that both the level of pupils’ perception of teachers’ feedback techniques and their social and emotional learning skills were described as often. Moreover, there was a significant difference in both variables when grouped based on the age of the respondents. However, when grouped according to sex, it was revealed that there was no significant difference. This implies that age influences how respondents differently perceive the feedback techniques of the teacher as well as their social and emotional learning skills. The study recommends the need for developmentally sensitive and appropriate instructional practices that adjust feedback and SEL support to accommodate learners' emotional and cognitive maturity in relation to their age.

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.