Unravelling Students’ Untold Stories on Teachers’ Feedbacking in the Classroom

Unravelling untold stories on feedback shared unique incidents that shape students’ educational journey. This study explored the experiences of senior high school students in receiving feedback in the classroom, focusing on their daily lives and personal contexts. The research was conducted among senior high students at Lambayong National High School, Division of Sultan Kudarat. Using Transcendental Phenomenological research design, the study collected comprehensive data through interviews and thematic data analysis. The findings revealed seventeen emerging themes: Teacher’s Role in Feedback; Emotional Impact of Feedback; Different Teacher Feedback Styles; Balancing Positive and Negative Feedback; Feedback as a Tool for Personal and Academic Development; Feedback as a Confidence Building Tool; The Role of Non-Verbal Communication in Feedback; Feedback as a Source of Personal Growth; Feedback as a Form of Adaptive Learning; The Role of Teacher-Student Dynamics in Feedback Acceptance; Feedback as a Tool for Self-Identity Formation; Feedback as a Means of Self- Empowerment; Preparation for Higher Education and Future Careers; The Psychological Impact of Feedback; Student Resilience and Adaptation to Feedback; and The Role of Teacher’s Emotions in Feedback. These themes highlight students' multidimensional experiences on feedback in the classroom. The study stressed feedbacks’ tremendous impact on senior high school students' lives, altering their motivation, emotional responses, and learning experiences. Teachers have an important role in providing supportive and growth-oriented feedback, ensuring that students see it as a chance for improvement rather than a source of criticism.