The Influence of Teacher Feedback on Learner Progress in Secondary Home Economics Education

This study explored the relationship between teacher feedback and student progress in secondary Home Economics (HE) education within Digos. Effective feedback is crucial for enhancing student motivation, engagement, and academic success, yet challenges such as inconsistent quality, delays, lack of personalization, and overly critical comments often hinder its effectiveness. Using a non-experimental quantitative design with a descriptive correlation approach, data were collected from 120 public secondary school teachers aged 30–50, averaging 10–20 years of experience, selected via purposive sampling. Validated and reliable survey questionnaires were analyzed using mean, Pearson R correlation, and Multiple Linear Regression. Results revealed a high level of teacher feedback and student progress, both frequently evident. A strong positive correlation was found between teacher feedback and student progress, indicating that effective feedback practices significantly enhance learning outcomes. Regression analysis identified timeliness, mode of delivery, and feedback quality as key predictors of student progress. The findings emphasize the importance of timely, personalized, and constructive feedback in improving teaching practices and student achievement in HE education.