Many students have difficulty understanding the written teacher feedback and can feel frustrated when the teacher feedback is either unclear, too brief, or does not help future learning (Bas et al, 2020) It has been said that in order for teacher feedback to be effective the students need to have positive perceptions of receiving feedback (ibid). William (2009) supports this as he believes that providing feedback moves learners forward. The General Teaching Council for Scotland (GTCS) states that engaging in a professional inquiry is about ‘promoting a process-led, capacity building, enquiring approach to professional learning and school development.’ This study aimed to do this through investigating how children’s learning online could be improved through the regular feedback given to them. The research study was chosen by group of primary school probationer teachers who had different stages of learners. It will investigate what happens when teachers give children regular feedback online to their children. The current remote learning environment as a result of the ongoing pandemic has raised different areas for consideration for improvement. It was agreed a common theme among classes was increasing engagement and from the research above, it was felt that one way of doing so may be through feedback. Therefore the impact of different feedback methods was chosen to be explored.
The aim of this enquiry was to explore the impact feedback methods have on pupil engagement.