Author
Lou E. Peñaranda*
Master Teacher II/OIC-School Head, Capucao C Elementary School, District 7, Division of Ozamiz City, Philippines
Abstract
This study examines the role of verbal feedback in enhancing learners’ performance in Mathematics and Science, particularly among Grade 6 learners. Verbal feedback, defined as spoken interactions that provide information about students’ understanding and performance, plays a crucial role in modern educational settings. Despite its importance, challenges remain in delivering clear, consistent, and effective feedback, which may lead to confusion and hinder learning outcomes. This research aims to explore how different types of verbal feedback influence Grade 6 learners’ academic performance and engagement in Mathematics and Science. Grounded in established theories such as Feedback Intervention Theory and Self-Regulated Learning, the study investigates how feedback affects students’ attention, motivation, and learning behaviors. Findings suggest that structured, clear, and timely feedback contributes positively to students’ learning outcomes, while poorly constructed feedback may lead to misunderstanding and reduced performance. The study emphasizes the importance of aligning feedback with students’ needs and cognitive processes. Overall, the research underscores verbal feedback as an essential pedagogical tool in improving student achievement and classroom engagement.
Keywords: Verbal feedback, academic performance, Mathematics, Science, Grade 6 learners, self-regulated learning, feedback intervention theory.
*Corresponding author/ Email: lou.peñaranda@deped.gov.ph
DOI: http://doi.org/10.69651/PIJHSS0502975
Recommended citation:
Peñaranda, L. E. (2026). Assessing the impact of verbal feedback on academic performance in Mathematics and Science among Grade 6 learners in Capucao C Elementary School. Pantao (The International Journal of the Humanities and Social Sciences) 5 (2), 1239-1247. http://doi.org/10.69651/PIJHSS0502975
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