This study aimed to investigate the effectiveness of different feedback modalities (written, audio, and face-to-face) on the academic performance of undergraduate Common First Year (CFY) students at King Saud University, Saudi Arabia. The results demonstrated that both audio and face-to-face feedback significantly improved student assessment marks, suggesting that more detailed and understandable feedback can enhance student engagement and academic achievement. While all feedback modalities were found to be beneficial, the combination of audio and face-to-face feedback yielded the greatest positive impact on student performance, highlighting the importance of multi-modal approaches to providing constructive feedback

feedback, students’ performance, achievement, audio, face to face, common first year

[1] Chalmers, C., Mowat, E., & Chapman, M. (2018). Marking and providing feedback face-to-face: Staff and student perspectives. Active Learning in Higher Education, 19(1), 35–45.
[2] Fazenbaker, C. K. (2018). Teacher Feedback Practice: Understanding High School Teachers’ Experiences with Providing Feedback to Students. Northeastern University.
[3] Ryan, T., Henderson, M., Ryan, K., & Kennedy, G. (2023). Identifying the components of effective learner-centred feedback information. Teaching in Higher Education, 28(7), 1565–1582.
[4] Sadler, D. R. (2014). Beyond feedback: Developing student capability in complex appraisal. In Approaches to assessment that enhance learning in higher education (pp. 45–60). Routledge.
[5] Selvaraj, A. M., Azman, H., & Wahi, W. (2021). Teachers’ Feedback Practice and Students’ Academic Achievement: A Systematic Literature Review. International Journal of Learning, Teaching and Educational Research, 20(1), 308–322.