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Student motivation in rural classrooms is shaped by the relationship between teachers and families, and by how often learners see their own progress. In many schools, assessment is treated as a single event rather than a continuing conversation about what a child can do.
Earlier studies describe a steady decline in engagement when feedback arrives too late to be useful. This chapter looks at what changes when teachers respond within the same week.
Highlights show where a checker looked twice. The report explains what each one means.
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Pakistan
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