Volume 11, Issue 3 (Autumn 2024)
DSME 2024, 11(3): 249-262 |
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Research code: 286
Ethics code: IR.NASRME.REC.1400.286
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soltani R, shamsi M. Students' evaluation of the method of designing, implementing and providing constructive feedback by the professor on the satisfaction and attitude of the students towards the perceived academic success. DSME 2024; 11 (3) :249-262
URL: http://dsme.hums.ac.ir/article-1-481-en.html
URL: http://dsme.hums.ac.ir/article-1-481-en.html
Department of Health Education and Health Promotion, School of Health, Arak University of Medical sciences, Arak, Iran.
Abstract: (916 Views)
Introduction: Feedback is a process that facilitates inclusive participation in learning. The aim of this study was to evaluate students’ perceptions of the design and implementation of constructive feedback on satisfaction, attitude, and perceived academic academic achievement among public health students.
Methods: This cross-sectional descriptive study that was conducted on 47 public health students of Arak University of Medical Sciences in the health education and communication course in 3 semester in 2020-2021. The implementation stages of the present study include the preparation and determination of lesson outlines, situation analysis, implementation and providing feedback both individually and in groups, and according to the spread of covid-19 and virtual training, feedback was provided in both virtual and face-to-face classroom environments. Data collection with questionnaire including demographic variables, satisfaction (13 item), attitude (5 item) and progressive educational (1 item). Finally, the evaluation stage was done using the first level of the pyramid (reaction) and the second level of the Kirkpatrick pyramid (satisfaction). Data analysis was done using SPSS software version 22 and descriptive statistics.
Results: The average satisfaction score and attitude towards feedback were 4.3±0.6 and 3.8±0.8 ( out of 5) , respectively. About 75% of students reported high satisfaction and and 25% average satisfaction towards feedback . Regarding the effectiveness of feedback, the rate of 17% of students chose the option “high” and 45% “very high”. Totally, 85.1% of the participants had “very high” and “high” feedback satisfaction. The perceived academic achievement reported as “very high” by 31.9% and “high” by 42.6%. Concerning attitudes towards feedback, 76.6% believed that receiving feedback contributes to achievement, and 63.9% stated that the feedback was clear and understandable. In terms of satisfaction level, 75% satisfactory satisfaction, 25% moderate were reported. 48.9% of the students reported that the feedback was very effective, 27.7% effective. Total satisfaction is 85.1%. progressive educational in students is 31.9% very high, 42.6% is high. 76.6% reported that the feedback time was appropriate, 63.9% reported that the feedback was specific.
Discussion: Considering the high satisfaction of students with feedback and its effect in increasing the depth of learning, especially in virtual education, it is suggested to emphasize on providing timely, clear, specific and understandable feedback for students, according to the results of this study.
Methods: This cross-sectional descriptive study that was conducted on 47 public health students of Arak University of Medical Sciences in the health education and communication course in 3 semester in 2020-2021. The implementation stages of the present study include the preparation and determination of lesson outlines, situation analysis, implementation and providing feedback both individually and in groups, and according to the spread of covid-19 and virtual training, feedback was provided in both virtual and face-to-face classroom environments. Data collection with questionnaire including demographic variables, satisfaction (13 item), attitude (5 item) and progressive educational (1 item). Finally, the evaluation stage was done using the first level of the pyramid (reaction) and the second level of the Kirkpatrick pyramid (satisfaction). Data analysis was done using SPSS software version 22 and descriptive statistics.
Results: The average satisfaction score and attitude towards feedback were 4.3±0.6 and 3.8±0.8 ( out of 5) , respectively. About 75% of students reported high satisfaction and and 25% average satisfaction towards feedback . Regarding the effectiveness of feedback, the rate of 17% of students chose the option “high” and 45% “very high”. Totally, 85.1% of the participants had “very high” and “high” feedback satisfaction. The perceived academic achievement reported as “very high” by 31.9% and “high” by 42.6%. Concerning attitudes towards feedback, 76.6% believed that receiving feedback contributes to achievement, and 63.9% stated that the feedback was clear and understandable. In terms of satisfaction level, 75% satisfactory satisfaction, 25% moderate were reported. 48.9% of the students reported that the feedback was very effective, 27.7% effective. Total satisfaction is 85.1%. progressive educational in students is 31.9% very high, 42.6% is high. 76.6% reported that the feedback time was appropriate, 63.9% reported that the feedback was specific.
Discussion: Considering the high satisfaction of students with feedback and its effect in increasing the depth of learning, especially in virtual education, it is suggested to emphasize on providing timely, clear, specific and understandable feedback for students, according to the results of this study.
Type of Study: Orginal |
Subject:
Special
Received: 2024/10/12 | Accepted: 2024/11/11 | Published: 2024/12/20
Received: 2024/10/12 | Accepted: 2024/11/11 | Published: 2024/12/20
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