EMPOWERING LEARNERS: HOW AGENTIC FEEDBACK, STUDENT ENGAGEMENT, AND TEACHER FEEDBACK LITERACY INFLUENCE ACADEMIC ACHIEVEMENT

Abstract

This paper discusses the impact of agentic feedback of teachers, engagement and feedback literacy of students on student achievement particularly in mathematics in high school. It was done to examine how agentic feedback would influence engagement and academic performance and whether feedback literacy would mediate. The study design was qualitative analysis and semi-structured interviews were carried out with 36 participants (18 teachers and 18 students). Thematic analysis of the interview data has demonstrated that agentic feedback empowers the students and helps to develop autonomy and encourage them, as well as to increase engagement via emotional, cognitive, and behavioral levels. The feedback literacy, both teacher- and student-based, was essential to making feedback practical and efficient. The results indicate that students who are engaged will be more ready to make constructive use of the feedback and hence achieve better performance in school. The research finds that agentic feedback and feedback literacy promotion can be effective in improving student learning and performance, yet future research studies should address a wider context and longitudinal outcomes.