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June 27, 2026The Qualitative ReportOpen Access

Feedback Literacy in Colombian High School Students: A Phenomenological Approach

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Authors

MCMaría Eugenia CárdenasMSMarcela Valencia Serrano

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Overview

Phenomenological approach reveals the role of feedback in math learning among Colombian students, suggesting improvements.

Key Points

  • The aim is to explore high school students' experiences and perceptions of feedback in mathematics education.
  • Used a transcendental-phenomenological design with seven 11th-grade students from a private school in Cali, Colombia.
  • Conducted in-depth interviews during the first thematic unit of the mathematics class.
  • Data analysis followed several phases: epoche, horizontalization, textural and structural description, and composite description.
  • Students predominantly adopt a passive-receptive role towards feedback.
  • Teacher feedback enhances awareness of mistakes and motivates students to improve their math skills for better grades.
  • Students express the need for more self-assessment opportunities to evaluate their strengths and weaknesses.

Cite This Study

Cárdenas et al. (2026) studied this question.

synapsesocial.com/papers/6a3f68f5aea7db3c1953fd4chttps://doi.org/10.46743/1052-0147.6946
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Also Consider

Synapse has enriched 5 closely related papers on similar clinical questions. Consider them for comparative context:

  1. 1Feedback – A New Perspective in Learning. A Constatative Approach to Feedback Literacy in Teacher Education2024
  2. 2Students’ hidden feedback literacy: distinct differences between formal and informal peer feedback situations2025
  3. 3Students’ perspective on feedback in mathematics in high school2024 · 1 citations
  4. 4Upper secondary students’ perceptions of feedback literacy in second language learning in Finland – A qualitative case study2024 · 7 citations
  5. 5Psychological dimensions of feedback literacy in EFL writing: A mixed-methods study of teacher–student alignment in Thailand2026