Effects of Instructional Feedback on Learning Outcomes in Secondary Schools in Bayelsa State

This study examines the effects of different types of instructional feedback on learning outcomes among secondary school students in Bayelsa State, South South Nigeria. Feedback is among the most powerful influences on student learning, yet its effectiveness depends heavily on specificity, timing, and the degree to which it supports student understanding rather than merely indicating correctness. The study employs a quasi-experimental design comparing three feedback conditions: written corrective feedback, oral elaborative feedback, and no-feedback control, across 200 SS2 Biology students in four secondary schools in Yenagoa and Brass Local Government Areas. Pre-test and post-test scores were used to assess learning outcomes. Data were analysed using analysis of covariance and post-hoc comparisons. Results indicate that students in the oral elaborative feedback condition demonstrated the greatest pre-test to post-test gains, followed by those receiving written corrective feedback. The control group showed minimal improvement. Students in all feedback conditions reported greater learning motivation when feedback was specific and tied to clear improvement steps. These findings align with Hattie and Timperley's feedback model, which identifies feed-forward components as most impactful for learning. Teachers in Bayelsa State secondary schools are advised to develop structured feedback practices that extend beyond marking correct and incorrect answers to include explanatory guidance on how to improve. The state's teaching service commission should incorporate feedback literacy training into teacher professional development. Keywords: instructional feedback, learning outcomes, secondary school, Bayelsa State, formative assessment.