Effect of Immediate Feedback Strategy On The Mathematics Task-Persistence and Self- Efficacy Belief of Low Achieving Students: Implication For Educational Managers In The Need For Socio-Economic Development

Abstract

The rate at which academic achievement is dwindling in both internal and external examinations in Nigeria currently are a huge source of worry due to the importance of the subject. This study aimed at investigating the effect of immediate feedback on the task persistence and self-efficacy belief of low mathematics-achieving students in Imo State, Nigeria. The study was guided by three research questions and three null hypotheses. The study adopted a quasi-experimental, non-equivalent pretest–posttest control group method involving one experimental group and one control group. The sample size consisted of 145 senior secondary school two (SSSII) students identified as low mathematics achievers. The Participants were drawn from two public schools. The schools were randomly assigned to experimental and control groups. Two research instruments: The Mathematics Task Persistence and Self-Efficacy Belief Scale (MATPASEBS) and the Mathematics Achievement Test (MAT) were adapted, validated, trial tested, and used for data collection in this study. Mean, standard deviation, and analysis of covariance (ANCOVA) were used to analyze the data collected for the study. The study revealed that instructing low-achieving students using immediate feedback strategy has a significant effect on their mathematics task persistence and mathematics self-efficacy belief. Similarly, the study showed that immediate feedback strategy helped in improving participants’ mathematics achievement. Based on the findings of this study, it was concluded that the use of immediate feedback strategy in teaching mathematics to low Mathematics-Achieving Students has the potential of enhancing their mathematics task persistence, mathematics self- efficacy belief, and mathematics achievement.