ABSTRACT

This study comprehensively examines the role of teacher feedback in shaping student learning outcomes among secondary school students in Gilgit Baltistan, both public and private, male and female. Utilizing a simple random sampling technique, the study surveyed 300 students using a five-point Likert scale. Among 300 students, 123 belongs to private schools and 173 belongs to government school. The necessary data is collected using semi-structured questionnaires. The survey is conducted solely with secondary school students from 9th and 10th grades, both from public and private schools in Punial Tehsil. In the Punial region, there are a total of nine schools, comprising six boys’ schools and three girls’ schools. This research included two public and two private schools. To examine the impact of teacher feedback on student learning outcome, multiple linear regression analysis is used for empirical analysis. The findings highlight the significant impact of teacher feedback on academic achievement, critical thinking, creativity, and communication skills. Quantitative analysis reveals that public school students show less improvement in learning outcomes compared to private school students, highlighting a disparity in educational effectiveness. Additionally, male students exhibit lower improvement than female students, indicating a gender disparity in academic progress. Moreover, private schools, particularly those affiliated with the Aga Khan Education Service, demonstrated more effective feedback mechanisms, leading to increase student learning outcomes. In contrast, public schools faced challenges like low-income backgrounds, lack of parental involvement, and student disinterest, which hindered the effectiveness of feedback systems. Despite the high qualifications and experience of public-school teachers, these issues faded the impact of their feedback. This research provides valuable insights into the perceptions of students regarding the effectiveness of teacher feedback and highlights the need for improved feedback practices in public schools to bridge the educational gap.