A study conducted by Hattie (2002) revealed that thirty percent of the variance in performance of students could be accounted for by what the teacher knows, does and cares about. He identified influences on the learner in terms of magnitude and concluded that the teachers’ feedback has the greatest influence on academic performance as compared to other factors. Teachers, in the education world, are considered as significant other in the life of their students and so, whatever their actions just like a parent toward the child, they are taken seriously and consequently have a very big impact in the student’s creation of self-fulfilling prophecies which contribute greatly to their academic self-esteem. Teachers communicate to learners about their own perceptions, beliefs, potentials and ability of the learner through feedback. Teacher’s feedback is considered one of the most powerful instructional variables in terms of enhancing student’s achievement. The feedback that they provide can be positive or negative, corrective or non-corrective. In order to improve the academic self-esteem of the learner we have to be very careful in the way we provide feedback. Dweck (2000) argues that having a particular goal orientation (learning or performance goal) to base feedback on as opposed to person-oriented praise will be more effective in providing feedback. It is not always true that teachers provide positive corrective feedback to the learners. A positive academic self-esteem is key in the classroom as it contributes greatly to the academic achievement of the learner. Motivation, self-esteem and self-regulation are inextricably linked to academic achievement. Feedback can have a positive or negative effect on the motivation and on self-esteem; it influences how students feel about themselves, which in turn affects what and how the learn.(Grebenik&Rust,2002;Bostock,2004). 1.2 Statement of the problem
The central problem of this study is that due to the increasing pressure on the teachers to produce results, much time has been spent on impacting knowledge and the delivery of feedback has been long ignored. Peddie (2000),in his evaluation of the Ministry of Education’s Assessment for better learning professional development programme from 1995 to 1998, he asserted that future focus needed to be placed on formative assessments and feedback to students and parents. Further, he found out that teachers responses when asked how they give feedback lacked detail and warranted further research. Therefore, feedback is conceptually complex and a logistical challenge for classroom teachers and due to this there is need for serious study on it. The key drive behind this research is own experience and observation back at the ordinary school level. In addition to that, the absence of a definitive research about teacher’s feedback practices and academic self-esteem of the learners is another motivation for this study. 1.3 Purpose of the study
Based on the problem, the purpose of this study therefore to examine whether the academic self-esteem of the learners could differ and be linked with the different types of teacher’s classroom feedback and consequently, the extent to which this teacher’s feedback affects the academic self-esteem of the learners. 1.4 Research Objectives and Questions
1.4.1 Research Objectives
The study will be guide by the following objectives;
1. To determine the importance of teacher’s feedback in the classroom. 2. To evaluate the effectiveness and impact of the different types of teacher’s feedback. 3. To examine teacher’s perception about the effectiveness of classroom feedback. 4. To analyze the student’s reactions to teacher’s feedback. 1.4.2 Research Questions
The study will be guided by the following questions:
1. What is the importance of teacher’s feedback in the classroom? 2. How do the different types of teacher’s feedback differ in their effectiveness and impact?...