EXAMINING IRAQI HIGH SCHOOL STUDENTS’ PERCEPTIONS OF TEACHER FEEDBACK

Alaa Abdul Adheem Abdul Abbas; Afrah Mohammed Muslim; Aseel Ubaiss Enad

doi:10.61796/ejlhss.v2i6.1327

Authors

Alaa Abdul Adheem Abdul Abbas
alaaa.alghnaimawi@uokufa.edu.iq
University of Kufa, Iraq
Afrah Mohammed Muslim Al-Furat Al-Awsat Technical University, Iraq
Aseel Ubaiss Enad Ministry of Education

Vol. 2 No. 6 (2025): Journal of Learning on History and Social Sciences

Articles

June 23, 2025

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Objective: This study explores the attitudes of Iraqi high school students toward teacher feedback, focusing on how it influences their learning experiences and motivation. Method: Using a quantitative research design, data were collected from 52 male high school students in Najaf City, Iraq, through a structured questionnaire. Results: The findings reveal that students generally hold positive attitudes toward teacher feedback, perceiving it as beneficial and necessary for their academic development. A majority of students reported that teacher feedback increased their learning motivation and trusted their teachers' comments. However, some students expressed anxiety when receiving feedback and hesitated to ask questions, indicating a need for a more supportive feedback environment. Novelty: The study underscores the importance of teacher feedback in enhancing student learning while highlighting the need for strategies to reduce student anxiety and foster a more comfortable learning atmosphere.

Abbas, A. A. A. A., Muslim, A. M., & Enad, A. U. (2025). EXAMINING IRAQI HIGH SCHOOL STUDENTS’ PERCEPTIONS OF TEACHER FEEDBACK. Journal of Learning on History and Social Sciences, 2(6), 387–395. https://doi.org/10.61796/ejlhss.v2i6.1327

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