Enhancing Classroom Learning Outcomes: The Power Of Immediate Feedback Strategy

Abstract

The study investigates the effects of using immediate feedback as a teaching strategy. Additionally, the impacts of immediate feedback and gender on students' classroom learning outcomes were examined. The study was designed as a quasi-experimental, pretest-posttest, experimental, and control group. The sample consisted of 225 junior secondary school level 2 (JSS 2) students. Students were chosen from two intact coeducational classes and split into experimental and control groups. All relevant data was collected using a study tool called the Science, Technology, English Language & Mathematics Achievement Test-Questionnaire (STEMAT-Q), which was developed, validated, and used. Data collected were analysed using the mean, standard deviation, Student's t-test, and analysis of covariance (ANCOVA). The study's findings demonstrate that an immediate feedback technique significantly affects the learning outcomes of students. However, for treated male and female students, the interaction effects of the immediate feedback technique and gender on classroom learning outcomes were not significant. Immediate feedback is particularly successful at addressing student confusion, correcting errors, identifying learning gaps, bridging gender differences in student learning outcomes, and inspiring students to learn well. Based on the above findings, the researcher recommends the provision of immediate feedback for students during the learning process or class discussion or activities to enhance their learning skills and help them retain key concepts, ideas, and principles.

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Ajogbeje, O.J., Int J Disabil Sports Health Sci, 2023;6(3):453-465 .Page 453/ 465.
Ajogbeje, O.J., Int J Disabil Sports Health Sci; 2023;6(3):453-465
DOI:10.33438/ijdshs.1323080
International Journal of
Disabilities Sports and Health Sciences
e-ISSN: 2645-9094
RESEARCH ARTICLE
Received: 06 July.2023 ; Accepted: 19 September 2023; Online Published: 25 October 2023
1ORCID: 0000-0003-4266-3657
How to cite this article: Ajogbeje, O.J. (2023). Enhancing Classroom Learning Outcomes: The Power Of Immediate Feedback Strategy. Int J Disabil Sports
Health Sci;2023;6(3):453-465.https://doi.org/10.33438/ijdshs.1323080
Enhancing Classroom Learning Outcomes: The Power of Immediate
Feedback Strategy
Oke James AJOGBEJE1*
1Department of Counselling Psychology, Bamidele Olumilua University of Education, Science & Technology, Ikere Ekiti,
Ekiti State / Nigeria.
*Corresponding author: ojajogbeje@gmail.com, ajogbeje.oke@bouesti.edu.ng
Abstract
The study investigates the effects of using immediate feedback as a teaching strategy. Additionally, the impacts of immediate
feedback and gender on students' classroom learning outcomes were examined. The study was designed as a quasi-
experimental, pretest-posttest, experimental, and control group. The sample consisted of 225 junior secondary school level 2
(JSS 2) students. Students were chosen from two intact coeducational classes and split into experimental and control groups.
All relevant data was collected using a study tool called the Science, Technology, English Language & Mathematics
Achievement Test-Questionnaire (STEMAT-Q), which was developed, validated, and used. Data collected were analysed
using the mean, standard deviation, Student's t-test, and analysis of covariance (ANCOVA). The study's findings demonstrate
that an immediate feedback technique significantly affects the learning outcomes of students. However, for treated male and
female students, the interaction effects of the immediate feedback technique and gender on classroom learning outcomes were
not significant. Immediate feedback is particularly successful at addressing student confusion, correcting errors, identifying
learning gaps, bridging gender differences in student learning outcomes, and inspiring students to learn well. Based on the
above findings, the researcher recommends the provision of immediate feedback for students during the learning process or
class discussion or activities to enhance their learning skills and help them retain key concepts, ideas, and principles.
Keywords
Immediate Feedback, Treatment, Gender, Interaction Effects, Achievement Test, Learning Outcome
INTRODUCTION
We define feedback as comments and
suggestions given to students during class or after
they have finished a task or project. Students
discover their opinions or beliefs about the
situation through this feedback. After the
assignment is finished, this kind of feedback must
be provided. Assessing students learning ability is
a way of measuring student achievement and a
means of improving teaching and learning
processes. Thus, the regular assessment carried out
by teachers in the classroom is designed to
eliminate the detrimental and discouraging effects
of an examination given at the end of teaching and
learning processes. According to several
researchers, mastery learning involves using
strategies including feedback and remedial
instruction (Afemikhe, 1985; Ughamadu, 1990;
Odulaja, 1993; Ajogbeje, 2012; Ndukwu &
Ndukwu, 2017). Godson and Okey (1978) reported
that the use of modified formative tests in the
assessment of learning difficulties or disabilities
improve students’ skills and learning retention.
Tests are designed to diagnose a student's strengths
and disabilities, improve learning and teaching,

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Immediate Feedback and Gender in Classroom Learning Outcomes
mathematical and other academic skills. The
theoretical framework of this study focuses on the
immediate feedback model developed by the
researcher. The model is used to examine the
effects of instruction with immediate feedback on
student learning. Carroll (1963) proposed a
concept of individualized mastery strategy in
which students are usually divided into subjects
according to their intelligence and aptitudes. And
it was determined that the majority of such
learning will lead to the student mastering the
subject if it satisfies their particular demands in
terms of the sort of education provided and the
time allotted. This model focuses on meeting
students’ learning needs rather than timing
and assessment. Bloom (1968) proposed a
modification of this strategy, proposing a group-
based diagnostic formative assessment strategy
that included feedback and treatment. In other
words, at the conclusion of each lesson, pupils are
evaluated using ungraded diagnostic or formative
tests. The strategy focuses on the continuous
monitoring and evaluation of students' learning
needs during and after school. Again, time
constraints are one of the biggest barriers to
adopting this model. Based on these problems,
Ajogbeje (2023) proposed an immediate feedback
model that includes immediate feedback and
appropriate correction or revision of the learning
process, without establishing proficiency or
competence. This model is shown in Figure
I below.
Figure 1. Ajogbeje (2023) Immediate Feedback
Model
Immediate feedback and corrective
instructions are used to identify group dynamics
that are strong and weak and to diagnose
individual learning difficulties in an effort to
enhance teaching and learning. The aim is to
consider immediate feedback as a variable in
instructional design related to cognitive
performance and several emotional traits.
The researcher believes that students’ poor
performance in science, basic technology and
mathematical subjects may result in teachers piling
up problems over time and ultimately cause their
students to lose all knowledge of science, basic
technology and mathematical subjects. When
student learning is regularly assessed and
immediate feedback is given throughout the
teaching and learning process, students are more
likely to recognize learning gaps.
Literature Review
A literature review that included reviews of
related studies showed that many researchers are
trying to find different ways and solutions to
students' poor performance in science, basic
technology and mathematical subjects. Onuigbo &
Eze (2010) highlighted the use of e-learning,
problem-solving learning techniques, project
methods, role-playing, games, information and
communication technologies, and the presentation
of facts and narratives. Ajogbeje (2012), Akkuzu
(2014), and Ndukwu & Ndukwu (2017) argue that
feedback is an information learners receive after
completing tasks that demonstrate the validity and
effectiveness of learning strategies. Many
instructors or classroom teachers only provide
students with feedback at the completion of the
term. Positive feedback-based teaching strategies
can enhance learning results (Hattie, 2009). At all
educational levels, feedback is a crucial tool for
fostering learning and performance (Hattie, 2013).
Feedback is helpful for language, math, science,
and basic technology subjects, according to
evidence from prior studies (Higgins & Nicholl,
2003), and it is a crucial component of a successful
education (Onuigbo & Eze, 2010).
According to this study, feedback is a
procedure where teachers allow students know
about their skills and assess their performance in
order to advance them. Information provided by
classroom teachers, classmates, book read, parents
and guardians, previous experiences, and others
can be referred to as feedback. It helps both
teachers and students to reassess previously

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Immediate Feedback and Gender in Classroom Learning Outcomes
learned topics. Feedback can be categorized by
form (delayed or immediate), modality (written or
verbal), and information provided (positive or
negative) (Duane, 2005). Numerous studies on the
following forms of feedback have been done,
according to studies by Onuigbo and Eze (2010),
Ajogbeje and Alonge (2012), Hattie (2013),
Akkuzu (2014), and Ndukwu and Ndukwu (2017).
These studies include modifications, progress,
formats, and modalities of feedback. Although
studies have shown that feedback can actually help
improve some aspects of human behavior, the
researchers in the aforementioned research studies
took the time to carefully consider the advantages
and disadvantages of various feedback strategies.
As a result, the researcher discovered that there are
very few studies that look at the use of immediate
feedback strategies.
Feedback and Classroom Learning Outcome
Assessment involves using a variety of
assessment methods to guide and improve student
learning and achievement. Most students take
formative and diagnostic tests at various stages of
their learning, and decisions and guidance on how
to continue their education are based on the results
of these tests (Ajogbeje, 2012 and Klopter, 1971).
Feedback is "information provided by an agent
about an aspect of performance or understanding".
It is a response to student action to engage, inform,
and extend knowledge by bridging "the gap
between current understanding, performance, and
purpose." It is associated with knowledge and
information about learning outcomes (Ajogbeje,
2012) and motivating learners (Bridgeman, 1974).
Providing feedback to learners has both a (1)
motivational effect (Gronlund & Linn, 1990;
Ajogbeje, 2012) and a (2) knowledge correction
effect, according to earlier and more contemporary
studies (Bardwell, 1981; Erinosho, 1988; Gronlund
& Linn, 1990; Ajogbeje, 2012). Granlund and
Linn (1990) suggested that assessment of student
motivation can be helpful in providing information
about student progress. Bardwell (1981) also stated
that feedback is the information that classroom
teachers give to students about their performance
in an assignment or examination, and when this
information is given, students begin to understand
their own abilities. Erinosho (1988) stated that
after students succeeded in an examination or a
task, they liked the subject or the task and found
ways to be successful in the examination. In other
words, these students rated themselves as
motivated and competent in upcoming assignments
and exams. However, Erinosho (1988) also
reported that negative feedback on task or test
performance can lead to one or two effects.
First, students sit down and use feedback to check
their accuracy and performance on assignments
and upcoming exams. Second, failure on
subsequent assignments and tests can be
negatively impacted by dissatisfaction, feelings of
inadequacy, loss of interest, and poor performance.
In this regard, Kulharvy (1977) suggested
that feedback fails to perform its facilitative role
under two conditions: first, the initial student
response if the feedback is helpful; and second, if
the subject being studied is too challenging or
difficult for the student. In the absence of these
conditions, he continued, the research can draw the
conclusion that providing feedback on students'
performance based on the aforementioned two
assumptions helps identifying and correcting errors
as well as making clear the right responses.
Scannel and Tracy (1975) argued that incomplete
or inadequate knowledge of performance on the
task prior to a test or task can lead to lower
learning or failure and poor content retention.
Erinosho (1988) also claimed that students who do
not have information about their performance on
tests or assignments will create stress in students
because they cannot evaluate their performance
and competence on the given task or examination.
Kirkland (1971) believes that how students
perceive the test affects test-taking behavior. He
added that when students accept their assigned test
scores as representative of their performance, they
will be more willing to accept their test scores and
respond appropriately. Therefore, the researcher
believes that test scores that do not match or reflect
students' thoughts or expectations about
themselves may negatively affect
classroom learning. In other words, the most
important aspect of feedback is its corrective
function, and this strategy will be more appropriate
and effective if students receive immediate
feedback after an incorrect answer. Therefore, the
researcher hope to use the feedback as a corrective
influence on students and improve their learning.
We have seen that feedback increases student
confidence, motivation to learn, and ultimately
student achievement. And there are different forms
of feedback and it can be provided on an ad hoc,
irregular or continuous basis. Feedback can also be
added to the end of a learning module, listed in a

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Immediate Feedback and Gender in Classroom Learning Outcomes
question, or once a year in a performance appraisal
form. But what is the best way for students to get
feedback?
Immediate Feedback and Classroom Learning
Outcome
The practice of explaining to pupils why
they failed, where they failed, and what they did
incorrectly while they continue to study is a form
of immediate feedback. A lot of work has been
done in classrooms to provide immediate feedback
and learning outcomes in the classroom (Epstein et
al., 2002; Metcalfe, Kornell, and Finn, 2009).
Kerr, Kelly, and Heffernan (2013) reported that
giving feedback immediately after completing a
task results in better learning outcomes than giving
the same feedback the next day. According to
Kulik & Kulik (1988), immediate feedback is
more useful than delayed or traditional feedback.
They also reported that immediate feedback from
students during learning activities results in better
learning outcomes. Additionally, they claimed that
receiving immediate feedback from students
during learning activities improves learning
outcomes than expecting the same feedback the
next day (Keher, Kim, & Heffernan, 2013).
Unfortunately, many Nigerian teachers do not use
or do not know how to use immediate feedback in
the classroom. Such teachers usually do not give
immediate feedback to their students. Sadly, a lot
of Nigerian educators either do not use or are
unable to use immediate feedback in the
classroom. These instructors typically do not
provide their students with immediate feedback.
Woolfolk (2010) found that feedback is effective
when given while the classroom lesson activities is
in progress.
Immediate feedback is a strategy used to
make teaching and learning more effective by
encouraging students to work hard and succeed in
school. According to Rozek (2014), immediate
feedback can aid learning. Regardless of gender,
the researcher is interested in discovering whether
immediate feedback can enhance learning
outcomes. Ajogbeje (2012) and Denzin (2008)
considered gender as one of the factors affecting
student performance. Onuigbo and Eze (2010)
report that the results of their research study show
gender imbalance and mathematics bias in Nigeria.
Boys have been shown to outperform girls in
mathematics. Conversely, a study by Jeff (2015)
found that females outperformed males in
mathematics. The discussion about gender findings
led the researcher to investigate what happens
when immediate feedback strategies are used in
classroom teaching and learning. What all these
reported results mean is that feedback is effective
to the extent that students perceive the results as
representing their goals. Feedback from tests
contribute to learning when students try to do well,
and these students tend to take responsibility for
their own success or failure rather than blaming
environmental factors. If you don't have a goal in
mind, information about scores alone will not be
effective in improving performance. Most of the
studies reviewed showed that the type of feedback
students receive about their performance in these
studies is targeted.
Effective Feedback and Classroom Learning
Outcome
Feedback is an information provided by
classroom teachers or instructors about their
students’ performance or technical knowledge. It is
a response to the students’ action or response
aiming to inform, communicate and grow by
reducing the doubts between present understanding
and intentions. Immediate feedback helps increase
students’ knowledge by correcting errors,
maintaining competence, and dispelling
misconceptions about the subject. The more and
more classroom teachers provide feedback to
students, the better their results. Additionally,
when teachers or instructors give immediate
feedback during a lesson or as a follow-up,
students are more likely to pause, interact and
engage in conversation, and alter their behavior.
Thus, by providing immediate feedback before
regular feedback, students learn more about how to
do better through practice.
The form of feedback might be verbal,
written, or pointed out. Feedback from
assessments and instruction is meant to boost
rather than lower student performance. Negative
criticism or feedback can undermine students'
efforts and performance. Teachers have a specific
obligation to encourage student learning and offer
feedback in order to prevent pupils from feeling
overwhelmed after class. However, other studies
have disputed similar findings (Breitwieser et al.,
2022; Engelmann et al., 2021). After three weeks
of study, some research suggests that using
prompts can increase learning performance on
themes from the domain of educational
psychology (Christoph and Maria 2019). In a
second session three weeks later, Engelmann et al.

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Immediate Feedback and Gender in Classroom Learning Outcomes
(2021) found no evidence of a lasting benefit from
meta-cognitive cues. The positive effects of
prompts on learning achievement are highly
variable and may improve with repetition, as
reported by Breitwieser et al. (2022). Our classes
are diverse and some learners want to know where
they stand in their studies, some want to advance
to the next level, while others need to be careful
not to interrupt learning and make it worse
(Dinham, 2002, 2007a; 2007b).
Effective feedback encourages learners to
evaluate their own learning and learning practices
so they can improve their learning outcomes.
Additionally, it updates students on their progress
toward achieving the success criteria. Feedback is
a two-way process that fosters learning progress
for the learners and helps the teacher identify
where the learners are on the learning continuum
when a classroom instructor has strong
professional connections with learners based on
mutual respect. According to Hattie, (1999; 2023),
Dinham (2002, 2007a; 2007b) and Wiggins (2012)
an effective feedback expected to be provided by
classroom teachers or instructors should include
the following:
 Does not give praise, reward, or
punishment but schedules regular time to
discuss feedback with students on an
individual or small group basis.
 Concentrates on the quality of the learner's
work product and/or processes and tries to
give feedback as close to the learning and
assessment task as possible.
 Motivates and challenges the learner to
further develop their knowledge and skills,
and equally encourages them to ask
questions about their feedback.
 It focuses on the caliber of the work and is
detailed in identifying what the student has
done well and what has been
misunderstood or not understood.
 It is closely related to the success criteria
and learning intentions and might be
spoken, a gesture or written.
 Let the students know that your main goal
is to make sure they comprehend how their
learning is being assessed.
 Confirm that the student comprehends the
material being covered;
 Inquire of the student what they believe
they need to improve on;
 Be clear and detailed in your criticism,
including examples whenever available.
 Share your thoughts on potential future
steps for development.
 Encourage dialogue by inviting students to
discuss their work with you or their peers.
 Be trustworthy, sincere, and truthful. Every
time a student completes an assignment,
repeat.
From the studies reviewed, one can see that the
motivation for assessment and feedback during
practice is to improve student outcomes, not to
limit current outcomes. Unfortunately, students
may not always have appropriate internal feedback
and may instead produce maladaptive internal
feedback in multi-session learning, which consists
of at least two similar learning sessions with a time
lag in which the learning environment is the same
but the learning materials are different. For
instance, students may overestimate their learning
outcomes due to faulty self-evaluation (Chou and
Zou 2020) and hence stop studying before they
have actually mastered the material.
A good feedback system is very important
for students. Bad comments can limit a student's
effort and success. Teachers have a special
responsibility to support students' skills and
provide commentary so that students are not
burdened outside the classroom. İn the previous
studies, children in the samples were divided into
treatment groups using criteria like ability, pretest
scores, and prior grades, in most of the studies.
Thereafter, students are given a task to perform,
and rather than receiving a true grade for it, their
performance is randomly evaluated. Some gave
students random scores according to treatment
group (Bridgeman, 1974). Others use words
like "excellent", “good", and "tried" (Means and
Means, 1971; Bridgman, 1974). The performance
of the experimental groups is then compared to
that of the control groups using posttest results.
Some students receive grades that they feel do not
reflect their abilities. This can reduce confidence
in subsequent tests, which can affect motivation
and, consequently, performance.
Finally, the implications for the effects of
feedback on post-task performance are
inconclusive. It may be necessary to broaden the
perspective of the investigation being conducted.
Other aspects of the learning environment can
affect the effectiveness of feedback. The question

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Immediate Feedback and Gender in Classroom Learning Outcomes
therefore arises of how these effects affect learning
outcomes and how they can be combined with
other social and psychological factors to improve
students' skills. It's a matter of how you decide to
use it. As a result, the researcher examines
solutions for immediate feedback in this work. In
order to inform what and how to do during
teaching and learning, students use this procedure
to point out errors and make prompt assessment
changes. As a result, the purpose of this study is to
investigate how immediate feedback affects
students' learning outcomes. The study specifically
aimed to ascertain: 1. The impact of immediate
feedback on students' learning outcomes. 2. The
impact of gender on students' academic
performance 3. The impact of gender and
immediate feedback strategies on students'
learning outcomes. The study sought to answer the
following questions and test the following
hypotheses.
Research Questions
The following research questions were raised
to guide the investigation:
1. How do students exposed to immediate
feedback and those subjected to conventional
feedback differ in terms of their mean learning
outcome scores?
2. How do student gender differences in mean
learning outcome scores compare?
3. How do gender and immediate feedback
strategies interact to affect students' mean learning
outcomes?
Research Hypotheses
The study was designed to test the validity or
otherwise of the following hypothesesat 0.05 level
of significance:
1) Treatment has no significant impact on pupils'
learning outcomes.
2) The gender of students has no significant impact
on their learning achievements.
3) Treatment and gender had no significant
interaction effects on students' learning outcomes.
MATERIALS AND METHODS
All secondary schools in Ondo State made
up the study's sample population. With
experimental and control groups, a quasi-
experimental, non-equivalent pretest-posttest
control group design was adopted. The 225
students who made up the sample for this study
came from two co-educational secondary schools
in Akure South Local Government Area, Ondo
State, and were chosen using the purposive
sampling technique. The two chosen schools were
split into an experimental group (the group that
received immediate feedback) and a control group.
The following are the treatment packages provided
for the experimental and control groups:
Instructional Strategies I
Inresponse to class-related questions or
assessments, instructional strategy 1 instructs
students on each topic. While instruction is still
going on and before moving on to the next topic or
unit, immediate feedback is given. Students are
given the opportunity to talk about their
performance and offer potential course corrections.
Instructional Strategies II
Each lesson concludes with an in-class test.
Before the start of the next lesson, students receive
feedback on their test results. During the teaching
and learning process, there was no feedback, no
corrections, and no discussion of the outcomes.
Experimental Procedures
Before starting the study, the researcher went
to the principals of the schools that were chosen
and requested their cooperation and permission to
use the classroom teachers. The goals, interests,
and intentions of the researcher were also
reviewed, as was how to collaborate with school
administration to seamlessly incorporate the
research activities into the academic program. The
basic science, basic technology, English language,
and math instructors, who later worked as the
researcher's research assistants, were introduced to
the researcher by the principals in their spare time.
The Hawthorne effect, in which participants react
to the knowledge that they were a part of the
experiment, is eliminated when research assistants
are chosen as the treatment group rather than the
control group. Selected research assistants were
informed about the objectives of the research study
by the researcher, cooperation was sought, and the
starting time was decided. The research assistants
were personally trained on what to do and how to
do it before the research work started. The
experiment lasted for 6 weeks, of which 1 week
was used for the pretest and research assistant
training, 4 weeks for treatment, and the last week
for the posttest.
Since the experiment is being conducted at
the beginning of a new academic session, the
students' prior understanding of the subject matter
is minimal at best. Because there are no set

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Immediate Feedback and Gender in Classroom Learning Outcomes
guidelines for the amount of time allotted to
teaching each topic in the group, ability disparities
within the group are also taken into consideration.
The researcher works with research assistants to
develop efficient teaching strategies, test
questions, and evaluation techniques rather than
participating directly in the data collection process.
Pretests, treatment sessions, and posttests take
place during regular class times. The experimental
group's lesson plan was used by the treatment
group to teach English language and math five
times per week, as well as basic science and basic
technology three times per week for four weeks.
The control group's lesson plan was also used by
the control group to teach English language and
math five times per week, as well as basic science
and basic technology three times per week for four
weeks. Under the researcher's direction, research
assistants performed the evaluation.
Each group takes a 40-minute class every
day and five times a week English language and
mathematics and three times a week for basic
science and technology, depending on the school
schedule. The researcher kept an eye on how
research assistants used lesson plans and the
reduction of cheating by students during exams.
The control group's instruction contained the
feedback delivered at the conclusion of the topic,
but the experimental plan included immediate
feedback.
The students were given the Science, Technology,
English and Maths Achievement. Test (STEMAT-
Q) developed by the researcher as a pretest, or
before beginning treatment. Following the pretest,
the researcher reshuffled the STEMAT-Q items
that would be used in the posttest. STEMAT-Q
was utilized by the researcher to gather all the
necessary information for the study. It is made up
of 40 objective questionsthat were designed by the
researcher with assistance from four JSS II
teachers using material from the students’
textbookson basic science, basic technology,
English language, and mathematics. The
STEMAT-Q is made up of two parts. Part B
contains 40 achievement test items on topics from
basic science = 10 items, basic Technology = 10
items, English language=10 items, and
mathematics = 10 items. Part A refers to the
respondent's biodata. With the assistance of four
STEM teachers, experts in STEM education, and a
test and measurement expert for face validity, the
STEMAT-Q instrument was validated. The
content coverage, appropriateness, and
instructional technique of the instrument were to
be corrected and validated by the experts in
accordance with the topic, purpose, research
question, and hypotheses. The instrument for this
study was modified in response to their
recommendations. A pilot test was carried out at
two public secondary schools in the Akure North
Local Government Area of Ondo State to assess
the reliability of the research instrument. In two
schools, fifty (50) JSS II STEM students each
received a copy of the STEMAT-Q, and the data
collected was used to calculate the instrument's
reliability coefficient of 0.79 using Kuder-
Richardson (KR20).
To assess the appropriateness and non-
discrimination of the STEMAT-Q items, a
difficulty index analysis was also computed. After
confirming face validity, the training program's
usability was evaluated. The lesson plans
developed by the researcher were used by the four
JSS II STEM teachers who were chosen for the
pilot test to instruct and assess JSS II pupils. To
assess the reliability, applicability, and suitability
of the training plan, field training was carried out.
Lesson plans frequently feature helpful advice
from teachers. The lesson plan's alignment with
the research's goals was further ensured via field
testing. The study focuses on the effects of using
immediate feedback as a teaching strategy and
does not include any direct intervention,
manipulation, or collection of personal data from
human subjects participants. the research
instrument was reviewed and approved by the
Centre for Research and Development (CERAD)
Ethics Assessment Committee of Bamidele
Olumilua University of Education, Science, and
Technology.
Statistical Analysis
To evaluate the null hypotheses generated at
the 0.05 significance level, the Student's t-test and
analysis of covariance (ANCOVA) were utilized.
The mean and standard deviation were used to
answer the study questions.
RESULTS
Part 1: Impact of Immediate Feedback on
Pupils' Learning Outcomes.
The participants' pre-treatment (pretest) and
post-treatment (posttest) mean scores and standard
deviations are displayed in Table 1.

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Immediate Feedback and Gender in Classroom Learning Outcomes
Table 1. The mean and standard deviation of the treatment groups' posttest results
Variable
Pretest
Posttest
Feedback Treatment
N
Mean
SD
Mean
SD
Experimental Group
144
20.68
13.07
42.78
20.22
Control Group
81
20.52
10.19
37.32
11.68
The results in Table 1 show that both groups
achieved higher posttest scores. With a mean score
of 42.78 compared to 37.32, the immediate
feedback group outperformed the control group. A
t-test statistic was computed as stated in Table 2 to
assess whether there was a significant difference in
scores between treatment groups.
Table 2. The mean posttest scores for the experimental and control groups
Group
N
Mean (
SD
df
Experimental Group
144
42.78
20.22
224
10.23
1.96
Control Group
81
37.32
11.68
*P < 0.05
Part II:Impact of Gender Differenceson Pupils'
Learning Outcomes.
Students' pre-treatment (pretest) and post-
treatment (posttest) mean scores and standard
deviations were calculated for male and female in
the treatment group, as shown in Table 3.
Table 3. The mean and standard deviation of posttest results for both male and female students
Variable
Pretest
Posttest
Gender
N
Mean
SD
Mean
SD
Male
63
32.57
11.05
44.15
18.27
Female
81
31.15
10.69
43.23
17.86
The findings in Table 3 show how male and
female students perform academically differently.
Male students' pretest mean score was 32.57, with
a standard deviation of 11.05; their posttest mean
score was 44.15, with a standard deviation of
18.27. The pretest mean score for female students
was 31.15, with a standard deviation of 10.69, and
the posttest mean score was 43.23, with a standard
deviation of 17.86. Students' posttest mean scores
were higher than their pretest mean scores for both
genders, with male students having slightly higher
mean improvements than female students. The t-
test was computed as stated in Table 4 to assess
whether there is a significant difference between
the mean scores of male and female students.
Table 4. Mean posttest results for male and female students
Group
N
Mean (
SD
df
Immediate Feedback
Group
63
44.15
18.27
143
1.702
1.96
Control Group
81
43.23
17.86
*P < 0.05
Table 4 reveals that the difference in student
performance is not statistically significant. Table 4
also shows that the treatment was particularly
successful for male students, who performed better
academically in the experimental group.
Part III: Treatment and Gender Interaction
Effects on Students' Learning Outcomes.
As shown in Table 5, mean scores and
standard deviations for the interaction between
gender and immediate feedback strategies on
students' learning outcomes were computed.

Ajogbeje, O.J.,Int J Disabil Sports Health Sci, 2023;6(3):453-465 . Page 461 / 465.
Immediate Feedback and Gender in Classroom Learning Outcomes
Table 5. Gender and immediate feedback interactioneffect on students learning outcomes
Variable
Pretest
Posttest
Feedback Treatment
Gender
N
Mean
SD
Mean
SD
Experimental Group
Male
63
21.09
9.44
48.64
19.04
Female
81
21.02
10.04
45.24
20.09
Control Group
Male
36
20.03
11.07
31.12
11.15
Female
45
15.72
8.98
30.62
13.88
The findings in Table 6 reveal the interaction
effect of gender and immediate feedback strategies
on students’ academic achievement. The
interaction effect for treatment-gender F (1, 221)
= 0.672, P < 0.05 was not statistically significant.
Given that the association value (0.438) used
as a decision criterion is greater than 0.05, the null
hypothesis is not rejected, and it is therefore
concluded that there is no interaction between
gender and immediate feedback on student
learning outcomes.
Table 6. Posttest scores' analysis of covariance (ANCOVA) by gender and treatment
Source
Sum of Squares
df
Mean Square
F-cal.
Sig.
Corrected Model
1192,578
4
298.145
4.454*
.002
Intercepts
904.450
1
904.450
13.511*
.000
Pretest
1095.825
1
1095.825
16.340*
.000
Treatment
58. 001
1
58. 001
0.866
.420
Gender
41.008
1
41.008
0.613
.538
Treatment x Gender
45.406
1
45.406
0.672
.438
Error
14794.331
221
66.943
Corrected Total
12235.795
225
DISCUSSION
As can be seen from Table 2, the calculated
t-test is greater than the t-test obtained from the
table (i.e., tcal > ttab), which shows that the
difference in students’ performances is good for
the experimental group. In other words, the result
shows that the treatment had a positive effect on
the academic outcomes of the experimental group.
It can be concluded that giving immediate
feedback to students in the teaching and learning
processes improves learning outcomes. According
to the study's findings, using immediate feedback
techniques can significantly affect students'
academic performance. In comparison to the
control group, which received instruction in basic
science, basic technology, English language, and
math using the traditional feedback technique, the
experimental group greatly outperformed it. This
result is in line with the findings of Onuigbo &
Eze (2010), Ajogbeje & Alonge (2012), Metcalfe,
Kornell, & Finn (2009), Ndukwu & Ndukwu
(2017) and Hathila, Baria, Damor, & Mahajan
(2023). Onuigbo and Eze (2010) reported that the
use of feedback when teaching students with maths
difficulties improves their maths performance.
Ajogbeje and Alonge (2012) also reported that
feedback with remediation has an impact on
students' achievement. While Metcalfe, Kornell,
and Finn (2009) argue that immediate feedback
leads to better performance than delayed feedback.
According to Ndukwu & Ndukwu (2017), teaching
low achievers using an immediate feedback
technique has a considerable impact on their
proficiency in mathematics. Hathila, Baria, Damor
& Mahajan (2023) also reported an improvement
in students’ knowledge, understanding, and
confidence as it helps in identifying gaps and
loopholes in learning processes. According to the
study's findings, students might improve their
academic performance, increase their motivation,
self-control, and self-efficacy, and close the gap
between their present performance and their
intended performance by receiving rapid feedback
(Aubin, 2023). Wiggins (2012) says: “Less
teaching plus more feedback is the key to
achieving greater learning.”
Table 4 also shows that the treatment was
particularly successful for male students, who
performed better academically in the experimental
group. Thus, it can be said that giving students
immediate feedback during teaching and learning
has no impact on either the learning of male or
female students. The study's findings also
demonstrate that the performance scores of both

Ajogbeje, O.J.,Int J Disabil Sports Health Sci, 2023;6(3):453-465 . Page 462 / 465.
Immediate Feedback and Gender in Classroom Learning Outcomes
male and female students in the experimental
group were identical to those of the control group.
This shows that gender is a nonsignificant variable
for students learning outcomes while using
immediate feedback. The results are consistent
with those reported by Achor, Imoko and Ajai
(2010). In their studies, Abdu-Raheem (2012),
Mirjam, Heikamp, and Trommsdorff (2013), and
Ndukwu & Ndukwu (2017) found the achievement
scores of male and female pupils to be equal.
According to Ndukwu & Ndukwu (2017), male
and female low achievers exposed to the
immediate feedback technique did not significantly
differ in their achievement scores. However, this
result contradicts the findings of Muthukrishny
(2010) and Amongne (2015), which reported
significant results in preferring male students
among male and female students. This study
shows that gender and immediate feedback
strategies do not have a significanteffect on student
achievement. This indicates that immediate
feedback (treatment) and no other factors are what
lead to pupil learning achievement.
This result is in line with Eze (2003) findings,
which claimed that there is no relationship
between feedback and gender that affects students'
progress. This research suggests that immediate
feedback is beneficial to both genders, indicating
that prompt feedback can reduce the achievement
gap between male and female students. According
to Ndukwu & Ndukwu (2017), the interaction
effect of gender and immediate feedback on low-
achieving pupils' math achievement was not
significant
Conclusion
Offering immediate feedback to students has
allowed for improvement in students’ knowledge,
expertise, and self-confidence because it enables in
identifying gaps and shortcomings in learning
process (Hathila, Baria, Damor & Mahajan, 2023).
The findings of this study suggest that immediate
feedback can help students close the performance
gap between their present and desired goal levels
by encouraging self-motivation, self-regulation,
and self-efficiency (Aubin, 2023). Furthermore, it
is very powerful and effective in the clarification
of students’ doubts, correction of errors or
mistakes, identification of mastery learning gaps,
bridging the gender differences in students’
learning outcomes and motivating students to learn
properly. Notwithstanding the usefulness of
feedback, complaint from college students is that
they do not receive immediate feedback in their
learning process. Therefore this study recommends
that classroom teachers should allow and
encourage their students to lead and participate
actively in teaching and learning in the classroom
using active learning techniques, project-based
learning, self-assessment, and self-discovery.
Therefore, the teacher acts a learning facilitator
and consultant in the classroom.
The curriculum for pre-service teachers
should include immediate feedback as a learning
strategy, and prospective teachers should be shown
how to use immediate feedback strategies in the
classroom by teacher training institutions, such as
colleges of education and technology and faculties
of education in universities. The stakeholders in
the educational sectors should arrange for in-
service training programs, workshops, and
seminars on how to apply immediate feedback
mechanisms in teaching and learning processes for
in-service teachers. School curriculum planners
and lesson planners should have student activities
and teacher activities share steps by steps with
immediate feedback. This will enable students to
succeed, study regularly and achieve better results.
Lastly, teachers in the classroom need to be
prepared and eager to help their students,
following Norris and Schuhl's (2016) advice to use
assessment questions when students are stuck and
advance questions when students are ready to go
beyond the standards.
Acknowledgement
I would like to extend my gratitude to the
principals, research assistants, teachers, and
students from the schools used for this study for
granting me access to their students and
classrooms as well as their willingness to share
their time, effort, and insights with me. Without
their cooperation and assistance, this research
work would not have been possible. I would also
like to thank everyone who helped conduct this
research.
Conflict of Interest
The author declares that the research was
conducted in the absence of any commercial or
financial relationships that could be construed as a
potential conflict of interest.
Ethics Statement
This study does not require ethical approval
since it focuses on the effects of using immediate
feedback as a teaching strategy and does not
involve any direct intervention, manipulation, or

Ajogbeje, O.J.,Int J Disabil Sports Health Sci, 2023;6(3):453-465 . Page 463 / 465.
Immediate Feedback and Gender in Classroom Learning Outcomes
collection of personal data from human subjects.
However, the research instrument was reviewed
and approved by the Centre for Research and
Development (CERAD) Ethics Assessment
Committee of Bamidele Olumilua University of
Education, Science, and Technology.
Author Contribution
The author conceived the idea, developed the
materials, carried out the data collection, and wrote
the manuscript. The author also read and approved
the final manuscript.
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