Author

Rhenalie Rose N. Salinas
Agusan Colleges Inc.
Butuan City, Philippines
Email: rhenalierose.salinas@deped.gov.ph

Abstract

This study examined the influence of teachers’ feedback practices on the self-efficacy skills of Grade 5 learners in the East District of Bayugan City Division, Caraga Region, Philippines, during School Year 2025–2026. It focused on teachers’ feedback practices in terms of attending to student responses, interpreting student thinking, responding to student ideas, and the use of higher-order thinking skills (HOTS) questions, as well as learners’ self-efficacy skills in proactive engagement, self-regulated motivation, seeking behavior, and improved confidence. A quantitative-causal research design was employed. The respondents were Grade 5 learners selected through cluster sampling. Data were collected using a modified survey instrument assessing teachers’ feedback practices and learners’ self-efficacy. Statistical analysis was conducted using SPSS, employing descriptive statistics (means and standard deviations) and frequency counts, as well as ordinal logistic regression. Results showed that teachers’ feedback systems were generally rated as fairly satisfactory. Teachers effectively encouraged learner participation but demonstrated weaknesses in the timeliness, consistency, and depth of feedback, particularly in interpreting learners’ thinking and in using HOTS questions. Learners exhibited an emerging level of self-efficacy, with strong help-seeking behavior but moderate proactive engagement, self-regulated motivation, and confidence that remained largely teacher-dependent. Further analysis revealed that teachers’ feedback systems significantly influenced learners’ self-efficacy. Interpreting learners’ thinking positively influenced engagement, motivation, and help-seeking behavior, while other feedback practices showed mixed effects when not balanced with emotional support. The study recommended strengthening timely, supportive, and cognitively meaningful feedback practices to enhance learners’ self-efficacy and promote greater learning independence.

Keywords:  Teacher’s feedback practices, higher-order thinking skills, self-efficacy skills

DOI: http://doi.org/10.69651/PIJHSS0501769

Recommended citation:
Salinas, R. R. N. (2026). Teachers’ feedback practices: Influence on the self-efficacy skills of Grade 5 learners. Pantao (The International Journal of the Humanities and Social Sciences) 5 (1), 8541-8554. http://doi.org/10.69651/PIJHSS0501769

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