A Qualitative Analysis of the Impact of Descriptive Feedback on the Learning Motivation of Elementary Students
Keywords:
Descriptive feedback, learning motivation, elementary education, qualitative research, teacher training, student performanceAbstract
This study aimed to qualitatively analyze the impact of descriptive feedback on the learning motivation of elementary school students. The objective was to explore how descriptive feedback influences students' confidence, interest in learning, academic performance, and social interactions, as well as to identify the challenges teachers face in implementing this feedback effectively. A qualitative research design was employed, utilizing semi-structured interviews to gather data from 19 participants, including teachers and students from elementary schools in Tehran. Participants were selected through purposive sampling, and the number of interviews was determined by theoretical saturation. The data collected were analyzed using qualitative content analysis to identify core themes and categories related to the influence of descriptive feedback. The analysis revealed that descriptive feedback significantly enhances students' learning motivation by boosting their confidence, increasing their interest in learning, improving academic performance, and fostering better social interactions. However, challenges such as limited time for providing detailed feedback and insufficient teacher training were identified as barriers to the effective implementation of descriptive feedback. Descriptive feedback is a powerful tool in enhancing the learning motivation of elementary students. It positively impacts students' confidence, academic performance, and social skills. However, for descriptive feedback to be most effective, teachers require adequate training and sufficient time to provide detailed and meaningful feedback. Addressing these challenges can further optimize the benefits of descriptive feedback in the educational process.
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