Constructive feedback and self-assessment promote improvement. It is important to give feedback because it is often perceived that if one does not received feedback, one is actually doing a great thing. Thus, this study explored on the use of Pendleton’s Feedback method in enhancing students’ performance in Araling Panlipunan. The respondents were grade 9 junior high school students from a public school distributed heterogeneously. The study made use of quasi-experimental two-group pretest-posttest design. The researcher also conducted a focus group discussion for the respondents to share their ideas and experiences about the intervention. Findings revealed that there was a significant difference in the performance of the respondents in the pretest and post-test scores. It was also divulged that when respondents were grouped according to age, there was no significant difference in their performances. Yet, if grouped according to their sex and their 2nd quarter grades, results showed significant difference, therefore sex and 2nd quarter grades of the respondents affected their performances. With this, it is proven that Thorndike’s Learning Theory, specifically the Law of Exercise and the Law of Effect, as discussed by Yadav and Sundrama (2004) that learning is not efficient without feedback is true. Hence, school administrators, teachers, and other agents in learning process must also do feedback giving and Pendleton’s Feedback Method must be maximized for its proven effectiveness.
ISSN 2960-3528 (Online)
ISSN 1656-9571 (Print)
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