The study examined the influence of feedback on students' academic performance in secondary schools in Kashari South, Mbarara City, Uganda. A sample of 152 students participated in the study. Results revealed that timely feedback significantly improved academic performance, with 78.3% of students reporting better understanding of subject matter when they received regular feedback. Formative feedback (Mean=4.12, SD=0.68) showed stronger correlation with academic achievement than summative feedback (Mean=3.45, SD=0.82). The study concluded that feedback served as a critical pedagogical tool that enhanced learning outcomes and student motivation. It was recommended that teachers should provide consistent, constructive, and timely feedback; schools should implement feedback policies; and teachers should receive professional development on effective feedback strategies to maximize student academic success.