NotesFAQContact Us
Collection
Advanced
Search Tips
Back to results
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: EJ1201365
Record Type: Journal
Publication Date: 2019-Jan
Pages: 10
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1694-609X
The Perception of Students and Faculty Staff on the Role of Constructive Feedback
Al-Hattami, Abdulghani Ali
International Journal of Instruction, v12 n1 p885-894 Jan 2019
One of the most effective ways for teachers to ensure that their students have obtained the specified learning outcomes is to provide them with constructive feedback. If students are not given the optimal feedback and are not asked to re-do the work, teachers will not know whether the educational goals have been met. This study aimed to investigate whether Bahrain Teachers College students receive constructive feedback from their teachers. It explored both teachers' and students' perceptions about the importance of giving and receiving constructive feedback and how feedback may improve academic achievements. The sample consisted of 200 students and 37 faculty members representing the different academic divisions of the Bahrain Teachers College, majors and year of study. The results showed that students and instructors agree on the importance of providing constructive feedback as a crucial tool to the process of teaching and learning. A significant difference was found between students and their instructors' perceptions on whether constructive feedback is provided in their classrooms. Some recommendations are provided for teachers on how to reinforce students' learning by giving constrictive feedback and close the gap by seeking students' satisfaction with their learning.
International Journal of Instruction. Eskisehir Osmangazi University, Faculty of Education, Eskisehir, 26480, Turkey. e-mail: iji@ogu.edu.tr; Web site: http://www.e-iji.net
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Bahrain