Feedback Impact in High, Average and Low Achievers’ Mathematics Engagement in High Schools’ Classrooms

The present study has interrogated the effect of feedback on different ability groups’ engagement in mathematics. The sample of this quasi-experimental research study was consisted of 87 grade nine students. The control group was consisted of 43 students whereas experimental group has total 44 students. Some feedback techniques and strategies were used in teaching during intervention. Students’ engagement (cognitive, affective and behavioral) was measured by administering a questionnaire at the start and end of the intervention. Results has shown that intervention has a noteworthy effect on average and low achievers cognitive engagement but it has no significant effect in case of high achievers cognitive engagement. Results also have shown that intervention has significant effect on high, average and low achievers’ affective engagement. Similarly, intervention has a noteworthy effect on of high achievers, average achievers and low achievers’ behavioral engagement. Students in experimental group who were more engaged and spent more time on homework and extra work. These results highlighted the importance of feedback in mathematics classroom therefore further research on components of engagement is required