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Research Article

Unravelling Students’ Untold Stories on Teachers’ Feedbacking in the Classroom

617 reads
Loverne Villanueva , Jeeb Abelito
Psych Educ Multidisc J, 2025, 38 (6), 615-645, DOI: https://doi.org/10.70838/pemj.380606, ISSN 2822-4353
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Abstract

Unravelling untold stories on feedback shared unique incidents that shape students’ educational journey. This study explored the experiences of senior high school students in receiving feedback in the classroom, focusing on their daily lives and personal contexts. The research was conducted among senior high students at Lambayong National High School, Division of Sultan Kudarat. Using Transcendental Phenomenological research design, the study collected comprehensive data through interviews and thematic data analysis. The findings revealed seventeen emerging themes: Teacher’s Role in Feedback; Emotional Impact of Feedback; Different Teacher Feedback Styles; Balancing Positive and Negative Feedback; Feedback as a Tool for Personal and Academic Development; Feedback as a Confidence Building Tool; The Role of Non-Verbal Communication in Feedback; Feedback as a Source of Personal Growth; Feedback as a Form of Adaptive Learning; The Role of Teacher-Student Dynamics in Feedback Acceptance; Feedback as a Tool for Self-Identity Formation; Feedback as a Means of Self- Empowerment; Preparation for Higher Education and Future Careers; The Psychological Impact of Feedback; Student Resilience and Adaptation to Feedback; and The Role of Teacher’s Emotions in Feedback. These themes highlight students' multidimensional experiences on feedback in the classroom. The study stressed feedbacks’ tremendous impact on senior high school students' lives, altering their motivation, emotional responses, and learning experiences. Teachers have an important role in providing supportive and growth-oriented feedback, ensuring that students see it as a chance for improvement rather than a source of criticism.

Keywords students experiences Untold Stories Teachers’ educational journey
Authors 2
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The team behind this paper

2 authors, 2 institutions.

This paper Lambayong National High School Department of Education — Philippines Lambayong National High… 1 author Sultan Kudarat State University — Philippines Sultan Kudarat State Un… 1 author Loverne Villanueva — corresponding author LV Loverne Villanueva ✉ Jeeb Abelito JA Jeeb Abelito

Readership

617 reads over 19 months.

May 2025 November 2026

Related work on SciMatic

Closest of 120 articles sharing keywords with this one. A rarer shared keyword counts for more than a common one.

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This article is token #5315 of SciMatic Articles (ERC-1155): 1,000,000 tokens, minted once, never more. The chain also stores a fingerprint (SHA-256) of the article's record, so anyone can check that it has not been altered.

HolderWalletTokens
SciMatic 0xc35709…277732 100,000 (10%)
Loverne Villanueva 0x817B4f…242880 450,000 (45%)
Jeeb Abelito 0x4b845B…3957C7 450,000 (45%)
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Bibliographic Information

Loverne Villanueva, Jeeb Abelito, (2025). Unravelling Students’ Untold Stories on Teachers’ Feedbacking in the Classroom, Psychology and Education: A Multidisciplinary Journal, 38(6): 615-645
Bibtex Citation
@article{loverne_villanueva2025pemj,
author = {Loverne Villanueva and Jeeb Abelito},
title = {Unravelling Students’ Untold Stories on Teachers’ Feedbacking in the Classroom},
journal = {Psychology and Education: A Multidisciplinary Journal},
year = {2025},
volume = {38},
number = {6},
pages = {615-645},
doi = {10.70838/pemj.380606},
url = {https://scimatic.org/show_manuscript/5315}
}
APA Citation
Villanueva, L., Abelito, J., (2025). Unravelling Students’ Untold Stories on Teachers’ Feedbacking in the Classroom. Psychology and Education: A Multidisciplinary Journal, 38(6), 615-645. https://doi.org/10.70838/pemj.380606

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