Sustaining Learning Interest Among Disengaged Students: Impacts of Constructive Feedback

This research explores the role of external feedback (provided by a foreign business community or FBC) in students’ learning. The aim is to determine whether indirect constructive feedback can sustain learning interest among disengaged students of upper secondary schools located in a large urban environment. The survey is constructed based on the Theory of Planned Behavior, while the feedback design stems from the Double-Loop Learning concept. Data were collected from 176 former and current students. The findings show that indirect constructive feedback has a significant influence on both attitude and paradigm (relating to learning). The findings show that indirect constructive feedback has a significant positive influence on both attitude and paradigm (relating to learning). Consistency, trust, teacher collaboration, and understanding students’ needs represent important factors when designing indirect constructive feedback from an external source.