Abstract

The study examined the prediction of students’ interest in learning Mathematics based on their perception of teachers’ feedback in senior secondary schools in Akwa Ibom North-East Senatorial District. Three research questions guided the study, focusing on the extent to which the timeliness, clarity, and frequency of teachers’ feedback predict students’ interest in learning Mathematics. A correlational research design was adopted. The population comprised 14,526 Senior Secondary Two (SS II) students in public secondary schools in the study area, from which a sample of 389 students was selected using Taro Yamane’s formula and a multistage sampling technique. Data were collected using a researcher-developed instrument titled Perception of Teachers’ Feedback and Students’ Interest in Learning Mathematics Questionnaire (PTFSILMQ). The instrument was structured on a four-point scale, validated by three experts in the Faculty of Education, University of Uyo, and yielded a Cronbach’s alpha reliability coefficient of 0.87. Regression analysis was used to answer the research questions. The findings revealed that the timeliness, clarity, and frequency of teachers’ feedback predicted students’ interest in learning Mathematics to high, moderate, and very high extents, respectively. The study concluded that effective feedback practices are important predictors of students’ interest and engagement in Mathematics learning. It was recommended that Mathematics teachers provide prompt feedback on students’ classwork, assignments, and tests and maintain regular and consistent feedback during instruction and assessment to sustain students’ motivation and interest in Mathematics