The Perception of Students and Faculty Staff on the Role of Constructive Feedback

Al-Hattami, Abdulghani

doi:10.29333/iji.2019.12157a

Cited by 26 publications

(22 citation statements)

References 10 publications

(12 reference statements)

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“…In this study, however, most teachers and students did not see that time or any other reason could be deemed a barrier to not providing constructive feedback. [ 15 ] In another qualitative study titled “Barriers and Facilitators to Effective Feedback”[ 16 ] conducted on multispecialty resident focus groups, the residents described the constraint between managing the busy pace of clinical work and making time for feedback, thus limiting the availability of feedback. In medical education context, feedback must be an integral constituent of the learning process and the perceived barriers can be overcome through proper planning and orientation of both students and faculty.…”

Section: Discussionmentioning

confidence: 99%

Introduction of structured feedback for MBBS students: Perception of students and faculty

Bhattacharyya

Vagha²,

Medhi

et al. 2020

J Edu Health Promot

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INTRODUCTION: Feedback is an important part of the assessment process. However, one-to-one structured and constructive feedback to the students is not practiced mostly due to lack of practice and feasibility issues. The present study was conducted to understand the perception of students and faculty toward one-to-one structured feedback. METHODOLOGY: All the 3 rd MBBS professional students were included in the study. An orientation was given to the faculty regarding the importance of feedback and how to give structured feedback. A standardized format was provided to the faculty for providing the feedback to the students. After completion of the assessments, a one-to-one structured verbal feedback was given to all the students. Thereafter, faculty and student's perception on the feedback process was obtained through questionnaires. A focused group discussion was also conducted among the students. RESULTS: A total of 42 students participated in the study out of 50. A positive response was received from all the students regarding the feedback. Nearly84.34% of the students acknowledged that feedback is important for understanding their mistakes, 92.84% of the students responded positively that feedback helps to build a good rapport with the teacher, and 92.85% of the students reported that they were satisfied with the overall experience of receiving feedback. Most of the faculty (80%) perceived that giving feedback after the assessment was a good idea. The faculty felt motivated to give feedback to the students after the hands-on experience. However, only 20% of the faculty agreed that the process of feedback was easy to carry out (mean score: 2.2 ± 1.09). CONCLUSION: The positive responses received from both the students and the faculty highlight that the students are receptive toward feedback provided it is structured, constructive, and helps them to achieve their learning goals.

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Section: Discussionmentioning

confidence: 99%

Introduction of structured feedback for MBBS students: Perception of students and faculty

Bhattacharyya

Vagha²,

Medhi

et al. 2020

J Edu Health Promot

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“…This is similar to findings of a recent study by Bhattacharyya where time and work constraints were identified as major barriers to giving effective feedback 19 . However, in a study by Al-Hattami most teachers and students did not see that time, feasibility, amotivation or uncaring attitude towards students could be deemed a barrier to not providing constructive feedback 20 . Participants also shared hearsay about problems arising out of interaction with students of opposite genders, which contributed to their hesitation.…”

Section: Discussionmentioning

confidence: 97%

Feedback: Different Concepts and Practices in a Culturally Different Environment-Faculty Perceptions

Malik

Kiran

Farooq

2021

PAFMJ

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Objective: To explore the faculty perceptions regarding the phenomenon of feedback and its‟ practices in a traditional undergraduate dental college in Pakistan. Study Design: Qualitative following principles of phenomenology. Place and Duration of Study: Rawal Institute of Health Sciences, Islamabad from Feb to Apr 2017. Methodology: Purposive sampling was done, and data was gathered using semi-structured individual interviews of 12 BDS faculty members. Data was organized using qualitative software package Atlas.ti 8.0 and analyzed using thematic framework analysis. Results: Feedback practices were found to be informally practiced in traditional BDS curriculum. Perceptions regarding purpose and beliefs on oral and written feedback were explored. The essence of the phenomenon under focus is described in terms of five domains denoted by five emergent themes: 1) „Understanding Feedback‟ through participants‟ response to/use of the term, 2) highly variant experiences of information exchange, 3) modes and forms of feedback, 4) factors affecting feedback and 5) methods achieving learning progression. Conclusion: Faculty in our culturally different learning environment is devoid of formally instituted feedback practices, have understandings and practices that are both similar and dissimilar in nature to those often described in western-centric literature. Education about the phenomenon of feedback and faculty training to use it appropriately may help streamline the educational process in this context.

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“…This means that assessment should not only focus on weaknesses but also point out the strengths of the learners as part of motivating them. The practice of giving constructive and corrective feedback is crucial in terms of sustaining the learners' motivation and effort towards learning (Al-Hattami, 2019).…”

Section: Found It Helpful To Change the Members Of The Groups From Time To Time (Teacher 7)mentioning

confidence: 99%

“…Flexibility grouping on the other hand enables better differentiation (McKeen, 2019) and also allows teachers to tailor mathematics instruction such that they meet the needs of diverse learners. The practice of providing the constructive and empowering corrective feedback is crucial in terms of sustain motivation and effort (Al-Hattami, 2019). This should be the type of feedback that not only focus on making learners aware of their mistakes but also shows areas in which they are doing well.…”

Section: Offer the Alternatives For Sustaining Effort And Persistencementioning

confidence: 99%

Multiple Means of Engagement Strategies for Maximising the Learning of Mathematics in Pandemic-regulated Classrooms

Moleko

2021

IJLTER

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Many learners find mathematics learning challenging. In response to that actuality, this paper highlights mathematics teachers’ experiences of, and insights into how they adopted and implemented the principle of “Multiple Means of Engagement” (MME) to maximise learning in pandemic-regulated classrooms (in the context of the study, characterised by alternative weeks of attendance, social distancing and wearing of masks). The MME principle is one of the three universal design for learning (UDL) key principles, which guides on how diverse groups of learners can be effectively catered for. The empirical processes, premised on a phenomenological case study, commenced with focus group discussions with 8 high school mathematics teachers from a previously disadvantaged area, who have prior-training in MME. A free attitude interview (FAI) technique was used, to afford the teachers the opportunity to share their insights into the application of MME in their pandemic-regulated classrooms. The content analysis of the teachers’ reflections revealed the following aspects: clear instructions, step-by-step guides, checklists to enhance self-regulation, varying demand and resources to meet challenges, fostering collaboration, providing corrective feedback to sustain effort and persistence, addressing mathematical vocabulary and using real-life situations to recruit interest. These strategies were found not only essential in maximising learning in mathematics under normal circumstances, but also indispensable during the prevailing conditions of the pandemic. The findings therefore suggest MME as a suitable mathematical approach during this Covid19 period.

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The Perception of Students and Faculty Staff on the Role of Constructive Feedback

Cited by 26 publications

References 10 publications

Introduction of structured feedback for MBBS students: Perception of students and faculty

Introduction of structured feedback for MBBS students: Perception of students and faculty

Feedback: Different Concepts and Practices in a Culturally Different Environment-Faculty Perceptions

Multiple Means of Engagement Strategies for Maximising the Learning of Mathematics in Pandemic-regulated Classrooms

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