Quasi-experimental design shows significant improvements in writing performance and motivation for students receiving feedback, indicating its effectiveness.
Key Points
Significant improvements in writing performance and motivation were observed for the experimental group, while the control group showed no notable change.
The effect size analysis revealed a moderate impact of teacher feedback on both writing performance and motivation, emphasizing its significance.
The approach utilized a quasi-experimental design with pretest and post-test control groups, ensuring a rigorous analysis of feedback effects.
These findings support the integration of structured teacher feedback into writing instruction to enhance student outcomes.