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Home⇛QCU The Lamp: Journal of Education⇛vol. 3 no. 1 (2025)

Effect of Regular Performance Feedback on the Motivation Levels of Second Year Students in four Different Programs at Initao College

Vedilyn Oga | Kristine Tabuclin | Gail Princes Madridano | Abigail Clyed Janolino | Riza Mae Paderanga | Sydney Jay B. Villarin

Discipline: Education

 

Abstract:

This quantitative correlational-comparative study examined the impact of regular performance feedback on the motivation levels of second-year students enrolled in four academic programs—Teacher Education, Business Administration, Hospitality Management, and Criminology—at Initao College. The study aimed to identify the common types of feedback provided by teachers and evaluate the consistency of feedback in terms of timeliness, constructiveness, and clarity. It also investigated student motivation in terms of intrinsic motivation, achievement, and attitude. Data were collected through structured surveys utilizing a 4-point Likert scale and analyzed using descriptive statistics, Spearman's correlation, and Kruskal-Wallis tests to explore the relationship between feedback and motivation. The findings showed that constructive, timely, and clear feedback had a positive influence on student motivation, particularly in terms of achievement and intrinsic interest. Furthermore, no significant differences in motivation levels were found among the four programs, suggesting that the positive effects of regular feedback are consistent across different academic disciplines. Overall, the results emphasize that consistent and meaningful feedback from teachers plays a key role in enhancing students’ academic motivation. The study recommends incorporating regular performance feedback into instructional practices to support and improve student engagement and performance across all educational programs.



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