Yulhendri, Luqman Hakim, Rani Sofya, Desri Nora, Yuri Rahmi
Background/purpose. The paradigm shift in education from lecturer-centered to student-centered learning demands an approach that involves students more actively. In this context, providing feedback becomes a crucial element in improving student engagement and academic performance; therefore, it is necessary to examine its strategic role in supporting the effectiveness of learning in higher education. Materials/methods. The method employed is a quasi-experimental design with a Pretest-Posttest Control Group Design approach, involving 30 students from four classes who received both positive and negative feedback. The analysis used is the independent t-test. Results. Based on the independent t-test analysis, there is a statistically significant difference in engagement between classes given positive and negative feedback with grades (Sig. = 0.012 < 0.05). This shows that the way lecturers provide feedback to students can affect their level of engagement in the learning process. The performance of students given positive and negative feedback is not significant (Sig. = 0.102 > 0.05). This means that statistically, the type of feedback (positive or negative) does not show a strong enough influence on student performance results. Conclusion. Positive feedback significantly increased student engagement in learning compared to negative feedback. Providing feedback, both positive and negative, had no significant impact on student academic achievement. © The Author(s), 2025.
Universitas Negeri, Padang, Indonesia; Universitas Negeri, Surabaya, Indonesia; Universitas Negeri, Padang, Indonesia
