The Impact of Feedback Methods on Student Achievement in Zhengzhou University, China: A Mediating Role of Self-Efficacy

Abstract

In China, poor student achievement has negatively impacted students' motivation and learning capabilities, ultimately eroding the university's reputation. These issues stem from the inadequacy of perceived usefulness, feedback orientation, student engagement, and self-efficacy, which lead to poor academic achievement at Zhengzhou University. Hence, this study examines the impact of feedback methods on student achievement at Zhengzhou University, China, with a focus on the mediating role of self-efficacy. The population in this study comprised 70,683 students from Zhengzhou University, China. The researcher employed a descriptive and correlational design, focusing on quantitative analysis, and utilized a self-administered questionnaire as the data collection instrument. The researcher validated the instrument through expert review and conducted a pilot study using 30 samples. A sample of 277 students was selected using both simple and stratified random sampling techniques, yielding a success rate and response rate of 72.7%. SPSS was used to analyse the generated data and to assess the hypothesis testing using regression analysis. This study confirmed a significant and positive correlation between perceived usefulness, feedback orientation, student engagement, self-efficacy, and student achievement in Zhengzhou University, China. In addition, the results from regression analysis showed that perceived usefulness, feedback orientation, student engagement, self-efficacy, and student achievement have a P-value of 0.000, which is less than < 0.001. In conclusion, perceived usefulness and feedback orientation are significantly and positively associated with promoting student achievement by enhancing motivation, learning outcomes, and satisfaction. Perceived usefulness, student engagement, and self-efficacy significantly impact student achievement, continuously empowering student success, and feedback orientation, which in turn leads to improved student achievement. This study is significant in addressing the gap identified in previous studies while contributing to the body of knowledge and promoting student achievement at Zhengzhou University in China.