The purpose of this study was to investigate the teachers feedback strategies and students academic performance in grade seven science. It is a correlative study in Los Banos Sub-Office in the Division of Laguna. This study aimed to answer the following questions: First, what is the level of students awareness of feedback strategies such as oral feedback and written feedback? Second, what is the status of the teachers utilization of feedback strategies in terms of focus, accuracy, comprehensibility, and timeliness? Third, what is the level of students academic performance in science in terms of: written works, performance tasks, and summative test? Fourth, does students awareness of feedback strategies significantly affect their academic performance? Fifth, does the teachers utilization of feedback strategies significantly affect their academic performance? And lastly, what action plan may be proposed to enhance the use of feedback for the betterment of students academic performance? The respondents of the study were the 324 Grade 7 students of Los Banos Sub-Office in the Division of Laguna. The study seeks to describe the students awareness of various feedback strategies and status of the teachers utilization of feedback strategies from their own points of view. The study also looks into the students academic performance based on the three components namely, written works, performance task, and summative assessment. The following were the significant findings of the study Teachers perceived that their students have high level of awareness of feedback strategies in written feedback both descriptive and formal and in oral feedback both descriptive and formal. Teachers in the Sub-Office have very high level of utilization of feedback strategies in terms of focus, accuracy, comprehensibility, and timeliness. Students have very high level of performance in terms of written works, performance tasks, and summative tests. Based on the findings of the study, the researcher arrived at the following conclusions. Thus, there is significant influence of students awareness on feedback strategies to the students academic performance. On the other hand, there is no significant influence of teachers utilization on feedback strategies to the students academic performance.

Oral

Timeliness

Strategies

Accuracy