Evaluación del Efecto de la Retroalimentación Formativa sobre Habilidades Metacognitivas y Motivación en Estudiantes de Fase 5 Primaria

This study aimed to evaluate the effect of formative feedback on the development of metacognition and academic motivation among Phase 5 students at “Prof. Ponciano Hernández” Elementary School during the first trimester of the 2024–2025 school year in Mexicali, Baja California. Using a quantitative, correlational approach, structured Likert-scale questionnaires were administered to a non-probabilistic sample of 70 students. Data were analyzed through descriptive and inferential statistics using SPSS software. Findings revealed a significant positive relationship between clear, timely, and specific feedback and the enhancement of metacognitive skills, along with increased academic motivation. Students who received frequent feedback demonstrated greater self-awareness in their learning processes, stronger commitment to academic tasks, and a higher willingness to improve. Additionally, personalized and dialogic feedback contributed to students’ self-regulation and confidence in their abilities.The study concluded that formative feedback is an essential pedagogical tool for promoting meaningful, autonomous, and lasting learning in basic education. This research provides empirical evidence supporting the implementation of evaluative practices aligned with the Nueva Escuela Mexicana model, emphasizing the need to build an educational culture focused on learning rather than grading.