This study aimed at identifying the effect of feedback that providing after the exam on academic achievement in mathematics at 7th grade in Qalqilia district.

The study was applied on the sample of (114) students from 7th grade students, the students of the sample were divided to three groups:

1. Group of no feedback (control group): does not know the results for every test and not giving the test papers back to the students.

2. Group of qualitative feedback: knowledge of results for every test by giving the test papers back to the students and written for them the right answers for comparison.

3. Group of quantitative feedback: knowledge of results for every test by giving the test papers back to the students. And solve all the problems and provide the students with more information about their responding.

The researcher dividing the scholastic unit the areas to three parts, each part take one wake to finished it and teacher applying the strategies of the feedback on the three groups. And then the comprehensive test prepared by the researcher was given to them.

The test was applied to an experimental group of (28) students to know the items difficulty and the coefficient of reliability which was computed by test-retest, the coefficient of reliability was (0.93) and it is good for the purpose of the research.

This study aimed at answering the following questions:

1. Are there statistically difference at the level (α = 0.05) between the means of the marks of the groups that provide feedback and the group that does not provide feedback, which may be attributed to the feedback.

2. Are there statistically difference at the level (α = 0.05) between the means of the marks of the three groups in the final exam of mathematics which may be attributed to the form of feedback that provides after exams.

The results of the final exam were statistically analyzed by using arethmatic averages, standard divination, t-test, ANOVA, Scheffe test.

Results of the study showed:

There is statistically difference at the level (α = 0.05) between the means of the marks of the groups that provide feedback and the group that does not provide feedback which may be attributed to the feedback. There is statistically difference at the level (α = 0.05) between the means of the marks of the three groups in the final exam of mathematics which may be attributed to the form of feedback that provides after exams.

The researcher recommends to do like this study on other different stages and differential subjects which is contains both gender. And the researcher recommends the teacher to provide their students with feedback after the examinations.

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http://www.najah.edu/modules/graduat...d=5171747&l=en