The Teaching Feedback Process From Comprehensive Pedagogical Strategies

Bibliographic Data

ID15538236
AuthorsTalledo Mendoza Gulissa Graciela (Universidad César Vallejo, corresponding author), Atoche-Silva Luz Angélica (University of Piura), Herrera Mogollón Rosa Tomasita (Universidad César Vallejo), Sernaqué Barrantes Marleny (University of Piura), Romero Aranda Monica (University of Piura)
Year2024
Volume21
IssueS8
Pages1013-1026
Publication date2024-03-14
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueMIGRATION LETTERS (JOURNAL)
Journal identifiersISSN: 1741-8984 • E-ISSN: 1741-8992
PublisherDewspublication (PUBLISHER)
DOI10.59670/ml.v21is8.9507
OpenAlexW4393927356
LanguageEN
References cited6

The research aimed to determine the influence of the comprehensive pedagogical program on the formative feedback of teachers in the Zarumilla district in 2023, using a quasi-experimental design. Pre- and post-tests were applied to an experimental group that received the program and a control group. The sample consisted of 23 teachers (12 in the experimental group and 11 in the control group), selected through non-probabilistic sampling. A 27-item questionnaire was used to collect information, and the Student's T test was applied to compare means. The results indicated a significant improvement (p<0.05) in the experimental group after the application of the program, supporting the study hypothesis. Furthermore, the influence of the program was observed in the descriptive, discovery and evaluative dimensions

Mathematics education · Process (computing · Process management · Programming language · Competency Development and Evaluation · Computer Science · Engineering · Psychology · Student Assessment and Feedback · Technology-Enhanced Education Studies

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