Influence of Teacher Feedback and Peer Support on The Motivation of Learners
DOI:
https://doi.org/10.54536/jtel.v4i2.7684Keywords:
Descriptive-Correlational Design, Elementary Education, Motivation, Peer Support, Teacher FeedbackAbstract
This study examined the influence of teacher feedback and peer support on the motivation of learners at Desamparados Elementary School in Talacogon, Agusan del Sur during the Academic Year 2025–2026. Utilizing a descriptive-correlational research design, the study involved 120 learners selected through universal sampling. A validated and adapted survey questionnaire was used to measure three key variables: teacher feedback as to verification feedback, directive feedback, scaffolding feedback, teacher praise, and teacher criticism, peer support as to informational support, emotional support, instrumental support, validation, and companionship, and motivation as to intrinsic motivation and extrinsic motivation. Data were analyzed using weighted mean, Pearson product-moment correlation, and multiple linear regression analysis. Results revealed that learners demonstrated a high level of teacher feedback and peer support, and a high level of motivation. Significant relationships were found between teacher feedback and motivation, as well as between peer support and motivation. However, regression analysis indicated that not all dimensions of teacher feedback and peer support significantly predicted learners’ motivation. Specifically, some forms of feedback and peer support exerted a stronger predictive influence than others, wheras while certain dimensions did not significantly contribute to motivation. The results suggest that both teacher feedback and peer support play important roles in enhancing learners’ motivation, although their effects vary across dimensions. Therefore, educators are encouraged to provide timely, constructive, and motivational feedback while fostering supportive peer interactions to sustain learners.
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