Abstract
Effective learning in the context of physics is a growing challenge. This study aims to conduct a comprehensive evaluation of the relationship between teachers' teaching methods, the use of student worksheets, student participation, and the use of feedback in physics classes. Fifty-three respondents from four high schools in West Sumatra Province, Indonesia, participated in the study. Multiple linear regression analysis was used to explore the relationship between variables. The results showed that teachers' teaching methods (such as giving students daily problems and instructions for project assignments) had a significant relationship with student worksheets and participation. The use of student worksheets, both for project assignments and out-of-class practicum, was also positively correlated with student participation. Student participation in class contributes significantly to using feedback. However, no significant relationship was found between teaching methods and the use of student worksheets to the use of feedback, emphasizing that active student participation is key to improving the effectiveness of feedback in physics learning. Thus, this study contributes theoretically to the understanding of physics learning and offers practical insights for educators in designing more meaningful learning experiences for students.