Effect of Feedback Technique on the Development of Reading Comprehension in English Language at Secondary Level

Abstract

Teaching as a profession demands both skills and competence from teachers. The key purpose of the study was to find the effect of feedback techniques on students’ achievement in reading comprehension skill at the secondary level. An experimental research design was employed, explicitly the most appropriate a pre-test post-test equivalent group design. Sixty male students from two sections (A and B) of Class 10 at (Government Higher Secondary School No 2, Gulbahar, Peshawar), were carefully chosen as the sample by administering a pre-test. Based on their pre-test scores, learners were similarly distributed in 02 groups of 30 each (Experimental & Control groups). Both groups were comparable in terms of ability. Within each group, students were further categorized as high achievers and low achievers based on their pre-test scores. The treatment of feedback technique was given to the Experimental Group whereas the control group acquired instructions through conventional teaching method over the course of 08 weeks. Two well trained teachers with nearly equal teaching experience and abilities delivered the lessons according to the pre-prepared lesson plans. After eight weeks, both groups underwent post testing. The results showed a significant effect of the feedback technique compared to conventional teaching method. Therefore, it is recommended that the feedback method is effective for teaching English but requires teacher expertise.