أثر التغذية الراجعة الفورية على أداء تلميذات الصف السادس الابتدائي في مادة العلوم

Abstract

The study examined the effectiveness of immediate feedback in improving sixth grade pupils performance  and accuracy in solving science assignments. A quasi-experimental design was applied to a sample of 30 female pupils at Al-Hudiabiya Primary School for Girls, affiliated with General Directorate Education  in Babil province during the academic year 2024-2025.The study tested hypotheses related to the effect of immediate feedback on pupils performance and the correlation with classroom participation, assignment completion time and the amount of improvement.    The researcher prepared an achievement test consisting of (20) item-achievement test. Analysis included paired samples t-test, Pearson correlations and simple linear regression. 

The results showed that immediate feedback effectively improved sixth grade pupils performance in science. The mean score increased from 10.47 (pre-test) to 15.07(post-test). A paired samples t-test showed a statistically significant difference the two means ( t= 21.14 , p < 0.0001) , indicating an average gain of 4.6 points.

A strong positive correlation was also found between the number of class participations and the amount of improvement (r = 0.7332). The regression model indicated that each additional participation was associated with a 0.52 points increase in achievement. In contrast, a strong negative correlation was found between assignment completion time and the amount of improvement (r = -0.7413), suggesting that each additional minute of assignment completion time was associated with a decrease of approximately 0.19 point in improvement. This indicates an inverse correlation between the two variables, reflecting a behavioral pattern that reflects differences in students' proficiency and performance within an active learning environment.

Furthermore, a very strong negative correlation was recorded between the number of class participations and assignment completion time (r = -0.9659), This finding suggests that greater classroom interaction significantly reduces assignment completion time, highlighting the role of immediate feedback in enhancing task efficiency through improved understanding.

These results confirm the effectiveness of immediate feedback in improving academic achievement and highlight the importance of integrating it into an active classroom environment that supports interactive learning and positive learning behaviors.