Exploring Teachers Feedback Modalities on Math Engagement and Performance among Students

This study aimed to examine the impact of Teacher Feedback Modalities (TFM) on students’ engagement and performance in mathematics. Conducted at Dagatkidavao Integrated School, the research involved 63 Grade 9 students divided into two randomly selected sections—one receiving TFM and the other receiving non-TFM or traditional feedback. A 40-item standardized exam adopted from DepEd Valencia was used to assess academic performance, and a quantitative design guided the study. Before the intervention, both groups showed very low engagement levels. After the implementation of TFM, student engagement significantly improved, reaching a highly engaged level for the TFM group and a moderately engaged level for the non-TFM group. In terms of academic performance, the TFM group showed greater progress, with students transitioning from fairly satisfactory to satisfactory levels. In the retention phase, the TFM group maintained a strong performance, with most students achieving a very satisfactory level, while the non-TFM group showed only a slight improvement. Statistical analysis using ANCOVA confirmed a significant difference in both engagement and performance between the two groups, favoring the TFM group. This indicates that the use of structured, meaningful feedback had a substantial effect on students’ involvement and learning outcomes in mathematics.