INFLUENCE OF FORMATIVE FEEDBACK ON ACADEMIC PERFORMANCE OF STUDENTS IN THEORY AND PRACTICE OF CHILD FRIENDLY SCHOOL CURRICULUM IN FCE (T) GOMBE

Abstract

This study sought to investigate if formative feedback can improve performance of students in theory and practice of child-friendly school curriculum in Federal College of Education (Technical) Gombe, Gombe state Nigeria. Two hypotheses were formulated and tested at 0.05 level of significance. The study adopted a quasi-experimental design which involves the pre-test and posttest using the experimental and control groups. A sample of one hundred and twenty N C E one students was used. The students were divided into two groups of sixty each. Group A which was the experimental group was taught using formative feedback while Group B which was control group was taught without it. t-Test for related sample was used in testing the hypotheses. The result revealed that formative feedback had significant influence on N C E one students’ performance in the experimental group than the control group. The paper recommends that for students to achieve more, there is need to adopt formative feedback in the teaching and learning of theory and practice of child friendly school curriculum.