Feedback in Linear Programming: Students’ Perceptions at AYO Secondary School of Nkeyema District in the Western Part of Zambia: A Hermeneutic Tactic

Abstract: The foundation of teaching strategies in school environments is feedback. Nonetheless, it needs to be communicated clearly because it is frequently misinterpreted. Due to the negative comments, they gained through their actual internships, students lacked confidence and felt unable to practice their talents. They also felt that receiving comments made it difficult for them to finish their useful exercises. In the western Zambian region of Nkeyema, AYO Secondary School was the site of this investigation. An interpretivist approach was used in an exploratory qualitative design. Eleven (11) secondary school pupils in total and each student was questioned separately. With the participants' consent, all interviews were audio recorded using a digital voice recorder and then verbatim transcriptions were made. After that, qualitative content analysis was used to analyse the data thematically.

Education, linear programming, teaching, feedback

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