Use of Early Semester Student Feedback for Enhancing Effectivness of Teaching and Learning

Abstract

Student feedback in basic engineering modules is important, as the module involves the application of theory into practice. The feedback is used to assess the teaching and learning process at the end of the semester, which is the current practice. This mainly focuses on summative assessment through quantitative scores, where feedback is addressed in subsequent academic years. The early semester feedback can be used to improve the teaching and learning process within the semester itself. It can be designed as formative feedback, focusing on meaningful improvement of the teaching and learning. Hence, it is explored whether early semester feedback can be applied for enhancing the effectiveness of teaching and learning process. In this study, early semester feedback was obtained for the Basic Thermal Sciences module from a selected sample size of 122 students representing two engineering disciplines of the same semester of study. The feedback was collected in two stages of the semester using both paper and Moodle based online questioners. The feedback survey was designed in two sections: the first section provided for quantitative evaluation using rating questions while the second included open-ended questions to obtain qualitative feedback. Survey results depicted students’ selfassessments on their learning and the suggestions for improving the teaching and learning process. The feedback provided diagnostic information on the key changes to be adopted in teaching, that resulted in improved student engagement and performance. Almost 90% of the students responded that their interest was valued, and they felt inclusive in the class while 80% of students were of the impression that class materials are relevant to their professional practice. Also, the subsequent assessment has shown a 10% increase in the average marks for group assignments. It was evident that the students were appreciative of taking the early semester feedback, and it helped to improve the inclusiveness of the student’s requirements into the module.