Student feedback as a predictor of learning motivation, academic achievement and classroom climate

This research was conducted to examine students’ perceptions of their teachers’ dominant characteristics - the feedback they provide, how feedback is related to students’ achievements and learning motivation level, and how all of these relate to classroom climate. It was conducted with 2,599 elementary school, junior high and high school students. Data were collected by means of structured questionnaires. The results were significant: learners attribute much importance to the feedback they give their teachers and they evaluate them positively regarding pedagogy and didactics. In addition, learners reported an average or slightly above average score for the general classroom climate. Girls reported more positive perceptions than boys at all age levels. Elementary school students reported more positive perceptions than junior high and high school students. Mathematics was more highly rated than other disciplines. Female teachers were preferred to male teachers and younger teachers to older teachers. Positive teacher evaluations resulted in a higher motivation level and improvement in learning achievements, as well as a positive perception of classroom climate, but teacher feedback and motivation were found to be the most important factors in predicting learning achievement.