A QUALITATIVE STUDY TO EXPLORE THE PERCEPTION OF INSTRUCTIONAL TEACHING FEEDBACK ON GENDER DIFFERENCES IN STUDENT LEARNING AT SECONDARY SCHOOLS IN JAFFARABAD, BALOCHISTAN, PAKISTAN
Keywords:
Academic Excellence, Effective Feedback, Empowering Educators, Gender Differences, Inclusive Environment, Instructional Teacher Feedback, Integrative Motivation, Secondary SchoolAbstract
This research explores the vital role of a Qualitative Study to Explore the Perception of Instructional teaching feedback on Gender Differences in Student Learning at Secondary Schools in Jaffarabad, Balochistan, Pakistan, including gender based students' learning experiences, emphasizing its impact on motivation, self-efficacy, and a growth mindset. Using a qualitative, phenomenological approach, it delves into students' perceptions of teacher feedback, with a specific focus on gender differences and effective feedback delivery strategies. Through purposive sampling, there is 25 male and female teachers and 95 girls and boy’s student were selected. the study gathers insights from students through individual, semi-structured interviews. Thematic analysis is employed to identify recurring themes in students' feedback perceptions. The findings underscore the importance of creating a supportive and inclusive learning environment that values diversity and reinforces students' accomplishments. By acknowledging gender differences and individuality, educators can empower students, fostering a growth mindset and academic excellence.
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