Effect of Feedback Specificity On Students’ Academic Self-Efficacy at Intermediate Level

Abstract

The objectives of the study were to find out the effect of feedback specificity on students’ academic self-efficacy and to find out the interaction effects of ability and feedback specificity on students’ academic self-efficacy. The study was experimental and 2x2 factorial design was used. The target population of the study was comprised of all the female students registered in the program F.A Part-II with the elective subject of education at university of Gujrat. Sample of the study was comprised of 48 students. All the students included in the sample were divided into two groups (i.e. High achievers and Low achievers). Secondly, all the students of F.A Part-II (Section B) were selected randomly to constitute two groups (experimental and control group). In this way, both experimental and control groups consisted of twenty four (24) students. For data collection instrument named “The Motivated Strategies for Learning Questionnaire (MSLQ)” was adapted by the researcher. The study's main results concluded that different strategies of feedback specificity remained significant and enhanced students’ academic self-efficacy. It is recommended that institutions for intermediate level should include elaborative feedback strategies as part of the teaching learning process.