Student Feedback Research Articles

Peer facilitation and teacher‐less pedagogy: A case study of a tertiary EFL listening course

AbstractThe benefits of peer facilitation on the development of students' skills in various fields have been widely discussed. However, we know very little about how teachers could draw on peer facilitation to improve pedagogical designs. This study aimed to investigate the influence of peer facilitation carried out in a tertiary EFL (English as a Foreign Language) listening course on students and teacher's pedagogical improvement. This qualitative case study collected data from four main sources: students' (n = 20) presentation slides; student feedback survey (n = 17) conducted at the end of the 4‐month listening project; teacher's reflective journal; teacher's observation notes. Two researchers adopted the approach of thematic analysis, following the six steps in the process of data analysis. On students' part, results indicate that pre‐facilitation training and teacher‐student communication in the preparation stage helped students improve linguistic, social and affective, cognitive and metacognitive skills. Learner autonomy was reflected in a good showcase of student personalities in peer facilitation and an awareness of demonstrating positionality when selecting materials and designing exercises for listening. On the teacher's part, by providing training for student peer facilitation, monitoring the preparation, observing the presentation, and giving feedback on the facilitation, the teacher gained a profound understanding of student needs, aspirations, and techniques adopted in their facilitation, which in turn helped the teacher improve pedagogical designs.

Surveying dentistry students' perspectives on anatomy education: A questionnaire-based study

Background/Aim: Anatomy plays a crucial role in medical and dental education, equipping students with vital knowledge for comprehending the human body and its clinical implications. The COVID-19 pandemic led to a significant transition to online learning, raising questions about the efficacy of virtual anatomy education. Additionally, recent natural disasters like earthquakes have disrupted traditional learning settings, highlighting the need for alternative methods such as online instruction. This study sought to investigate dentistry students' opinions on anatomy education, specifically comparing the perspectives of students affected by earthquakes with those who were not, to determine any disparities in their attitudes towards online anatomy courses. Methods: A voluntary survey was conducted on 135 first-year students at Çukurova University Faculty of Dentistry during the 2023-2024 academic year. A 5-point Likert-type survey with 21 questions was used for data collection. Results were presented as percentages and analyzed. The Likert scale ranged from 1 = Strongly Disagree to 5 = Strongly Agree. Statistical analysis was performed using SPSS 20.0, including Kolmogorov-Smirnov and Shapiro-Wilk Tests for normal distribution assessment and the Mann-Whitney U-test for non-normally distributed scores comparison (P-value <0.05). Results: Students directly affected by earthquakes showed a significant difference in their perception of online education compared to unaffected students, particularly in the question "Theoretical anatomy course can be followed online" (P=0.036). Conclusion: This study provides insights for enhancing education planning and development based on student feedback.

A Systematic Review of Literature on Student Voice and Agency in Middle Grade Contexts

This systematic review analyzes the research literature on student voice and agency in the middle grades, focusing on middle-level schools, culture, and learning environments. The idea of student voice and agency was taken up as collaborative decision-making and/or student feedback on issues related to school and pedagogy. After a comprehensive search for peer-reviewed research (2015–2024), an article review framework was developed to determine how, where, and why student voices and agency were engaged in the middle grades. Three themes characterized the research literature: (1) passive student voice and agency: researcher-driven studies to gain understanding; (2) active student voice and agency: partnering with students to improve their learning experiences; and (3) activating the inner voice and agency: helping students to reflect on their own learning. The research on student voice and agency provided information that directly and indirectly benefited students. The literature related to passive student voice and agency tended to be indirect, while active student voice and agency and activating students’ inner voice and agency tended to provide tangible and observable student benefits. While the studies were responsive to different aspects of young adolescent development and included foci on students’ social/emotional development and identity, other areas were lacking—including culturally responsive teaching, international perspectives, and sense of self/peer perceptions.

A qualitative survey on perception of medical students on the use of large language models for educational purposes.

Large language models (LLMs)-based chatbots use natural language processing and are a type of generative artificial intelligence (AI) that are capable of comprehending user input and generating output in various formats. They offer potential benefits in medical education. This study explored the student's feedback on the utilization of LLMs in medical education. We conducted an in-depth interview with open-ended questions with Indian medical students via telephone conversation. The recording (average time 55.28±18.04 min) was transcribed and thematically analyzed to find major themes and sub-themes. We used QDA Miner Lite v.2.0.8 (Provalis Research: Montreal, Canada) for the thematic analysis of the text. A total of 25 students from eight Indian states studying from the first to final year of studies participated in this study. Three major themes were identified about usage scenario, augmented learning, and limitation of LLMs. Students use LLMs for clarifying complex topics, searching for customized answers, solving MCQs, making simplified notes, and streamlining assignments. While they appreciated the ease of access, ready reference for getting clarity on doubts, lucid explanation of questions, and time-saving aspects of LLMs, concerns were raised regarding erroneous results, limited usage due to reliability and privacy issues, and the overreliance on chatbots for educational needs. Hence, they emphasized the need for training for the integration of LLM in medical education. In conclusion, according to students' perception, LLMs have the potential to enhance medical education. However, addressing challenges and leveraging the strengths of LLMs are crucial for optimizing their integration into medical education.

Community-Engaged Learning: Centering Public Health in Undergraduate Education by Examining Food Insecurity in the Tampa Bay Area

Community-engaged learning (CEL) is a “hands-on” approach to introducing undergraduate students to public health methods and theory in local contexts. CEL bridges academic theory and real-world practice by civic development and learning while addressing real-world problems, community needs, and interests. By applying public health theory and methods, students examined food insecurity and inequity in the Tampa Bay area by working in a community food garden and food distribution center to examine the social, economic, and environmental conditions that influence food insecurity. There were several learning outcomes for the students’ CEL experience, such as increasing the understanding of social issues through participation in the community, understanding the importance of offering culturally appropriate food, and examining how food insecurity is perpetuated by structural, social, and racial barriers within their community. This paper will discuss the process of creating community partnerships for CEL, student assignments, students feedback and reflection about their CEL experiences, and future recommendations for integrating CEL into undergraduate courses.

Supporting STEM Success: Digital Curriculum Innovations to Foster Student Retention

STEM (Science, Technology, Engineering, and Mathematics) education is fundamental to cultivating the skills needed in today’s technologically driven world. However, STEM programs face significant challenges with student retention, particularly due to rigorous coursework, lack of support, and insufficient engagement strategies. This paper examines the role of digital curriculum innovations—such as virtual labs, adaptive learning systems, gamification, and AI-driven tutoring—in improving retention rates in STEM education. By analyzing recent studies, case examples, and student feedback, the paper reveals that these digital tools can address key retention barriers by personalizing learning experiences, enhancing engagement, and providing flexible access to educational resources. This study offers actionable insights for educators, policy makers, and institutions seeking to support student success and foster a sustainable STEM workforce through technology-enhanced curricula.

COGNITIVE PSYCHOLOGY STUDY AND MATHEMATICAL PROCESS SKILLS ON STUDENTS' ANSWERS IN MATHEMATICS LEARNING IN COMPARATIVE MATERIAL

This research explores the differences between the two schools regarding three key variables: students' cognitive psychology, mathematical processing skills, and responses to mathematics learning, specifically within the context of comparative material in Grade VII. Additionally, it seeks to compare these three variables to understand how they vary across the two institutions. The study adopts a quantitative approach, with purposive sampling used to select a sample of 120 Grade VII students from two junior high schools. Data were gathered using a questionnaire based on a Likert scale, and analysis was conducted using comparison tests through specialized data processing software. The results revealed significant differences in students' cognitive psychology, mathematical processing skills, and responses to mathematics learning between the two schools. These variations suggest underlying factors related to the learning environment, teaching strategies, or institutional differences that influence student performance and engagement in mathematics. What sets this study apart is its comprehensive comparison of cognitive and skill-based factors in mathematics learning across different school settings. Unlike previous research that examines these variables in isolation, this study integrates cognitive psychology and mathematical processing skills with student feedback, providing a holistic view of the learning experience. Doing so offers more profound insights into how school-specific conditions can shape students’ cognitive and mathematical abilities, thereby informing more tailored educational strategies to improve mathematics learning outcomes across diverse educational contexts.

Exploration of Integrating English Courses with Professional Courses in Higher Vocational Colleges

With the acceleration of globalization and the increasing demand for high-quality technical and skilled personnel, the integration of English courses with professional courses in vocational colleges has become an important direction in educational reform. This paper explores the current state and challenges of vocational education, elucidates the importance of English courses in higher vocational education, and emphasizes the significance of curriculum integration in cultivating versatile talents. In the theoretical foundation section, the paper reviews language learning theories and vocational education theories, presents the basic concepts and framework of curriculum integration, and analyzes the theoretical basis for the collaborative development of language and professional education. In terms of practical pathways, the paper proposes specific implementation strategies such as curriculum design and content optimization, innovative teaching methods and approaches, teacher professional development and interdisciplinary collaboration, and student evaluation and feedback mechanisms. The research indicates that systematic curriculum integration can significantly enhance the language skills and professional competencies of vocational students, promoting their overall development.

<b>Insights From the Frontlines: Students' Perceptions of Teaching Methods in a Nigerian Medical School </b>

Background The teaching skills of the teachers impact the learning outcomes, and it is expected that learning can be enhanced through appropriate instructional strategies that will optimally help the students. An understanding of student’s perception of the available teaching methods will provide insight into what the challenges are, and how this information can be used to further optimize learning outcomes. Methods A qualitative phenomenology study using focus group discussions among 41 clinical medical students in a developing Nigerian medical school. An inductive thematic analysis was performed on the transcribed recorded data from the group discussions. Results Six themes emerged: participation, clarity and applicability, encouragement and feedback, teaching aids, students-teachers relationship, and learning environment. Students preferred problem-based learning and small group teaching, perceiving didactic lectures as lengthy and boring. They emphasized the need for teachers to use real-world examples, provide feedback, and adopt student-centered approaches. The majority of students preferred visual learning aids but noted inadequate infrastructure and resources for their preferences. Conclusions This study highlights the importance of student-centered teaching methods, incorporating visual aids and problem-based learning, to enhance engagement and retention. Teachers should adapt their instructional strategies to cater to diverse learning styles and promote interactive learning. The study suggests retraining clinical teachers to adopt student-centered approaches and utilize available resources effectively. By prioritizing student feedback and adopting inclusive teaching methods, medical educators can optimize learning outcomes and prepare students for the demands of healthcare practice. Keywords: medical, students, perceptions, teaching, methods.

Healthcare Analytics Teaching Cases

This article introduces four case studies to integrate healthcare analytics topics into classroom learning. Each case study employs distinct analytical methods, including optimization with Excel Solver, multiple linear regression, Monte Carlo simulation, and time series forecasting models, providing diverse practical applications in healthcare analytics. The cases offer students hands-on experience in practical healthcare challenges, enhancing their analytical and decision-making skills. For each case, we provide a detailed background, an in-depth data description, and comprehensive teaching notes. These elements are structured to facilitate understanding and teaching analytics concepts. The paper also summarizes student feedback collected from various courses where these case studies were implemented. This feedback consistently indicates that the cases significantly contributed to the student’s perceived learning, particularly in understanding and applying healthcare analytics in concrete scenarios. These case studies bridge the gap between theoretical knowledge and practical application and serve as a valuable resource for instructors seeking to enrich their healthcare analytics curriculum.

Exploring the potential of brief peer review training in enhancing student feedback literacy

Abstract Despite its popularity as a recommended practice in the literature of writing instruction, peer review training seems to be more of an idea promoted than a common practice in the classroom. The reason is obvious: review training often requires considerable time and effort from the instructor and students. This study seeks to examine whether and to what extent a review training intervention as brief as two hours promotes student feedback literacy, specifically in relation to feedback provision. A quasi-experiment was conducted with two groups of Chinese undergraduate students with a follow-up interview. Results showed a positive effect on the provision of global feedback comments and an increasing focus on elaborate, constructive feedback after the training. Findings from the interview revealed students’ positive perceptions of training activities. The present study makes an empirical contribution to the literature and advances conversation in the area of peer review training and student feedback literacy.

Factors Associated with Student Feedback to Teachers in Quality Assurance in Iraqi Kurdistan

Over the past few decades, the quality of education has emerged as a critical strategic concern in tertiary education institutions worldwide. University managers’ daily tasks now include comparing educational outcomes and rankings, for which quality assurance is significant. Quality assurance incorporates three separate but interdependent elements including student feedback to teachers, teacher portfolios, and continuous academic development. Student feedback concerns the quality and effectiveness of teaching and teacher performance. University instructors often complain about the grades and feedback they gain from students and reckon that the grades are based on students’ rate of success and teachers’ intimacy with students, rather than on teachers’ performances. Therefore, this study is devoted to investigating student feedback and the factors that determine the quality of feedback provided to instructors. To this intent, the study follows the principles of mixed methods in data collection and analysis; using self-reported questionnaires, instructor feedback scores in quality assurance, and student rates of success for each module as well as using IBM SPSS 25 and thematic analysis. The participants include university students and instructors selected from a public university in the Kurdistan Region of Iraq. The study assumes that three factors play a significant role in determining the level of feedback including the rate of success, instructors’ intimacy and rapport with students, and the quantity of material provided to students. The study concludes with far-reaching implications for higher education institutions in the Kurdistan Region of Iraq.

A quasi-experimental study of trigger films for teaching the doctor-patient relationship

Background: It is challenging to teach the complexity of the doctor-patient relationship through attitude, ethics, and communication (AETCOM) modules, particularly without being formally trained and especially to first-year medical students who do not interact directly with patients. The present study was undertaken to assess the effectiveness of trigger films (TFs) or short movie clips as a teaching-learning tool to train undergraduate medical students on various aspects of doctor-patient relationships. Methods: Two modules on various aspects of the doctor-patient relationship were developed using TFs and written case studies and implemented on Phase Ⅰ medical students. Quantitative and qualitative feedback were collected from learners. Perception, understanding, and knowledge were assessed using pre- and post-questionnaires. The results of the feedback and questionnaires collected after using TFs were compared with those collected after using written case studies. Results: There was a gain in knowledge and understanding after TF sessions, and TF sessions were rated much higher by the students than traditional methods. Most students found TFs to be an innovative and interesting tool. The satisfaction index calculated for TFs from the feedback of both students and teachers was above 96%. Conclusions: TFs engaged the students’ affective domain, promoted reflective attitudes, and linked their learning to experiences. It was reported not only to be interesting and engaging but also effective as a teaching tool.

Disclosures & Disclaimers: Investigating the Impact of Transparency Disclosures and Reliability Disclaimers on Learner-LLM Interactions

Large Language Models (LLMs) are increasingly being used in educational settings to assist students with assignments and learning new concepts. For LLMs to be effective learning aids, students must develop an appropriate level of trust and reliance on these tools. Misaligned trust and reliance can lead to suboptimal learning outcomes and reduced LLM engagement. Despite their growing presence, there is a limited understanding of achieving optimal transparency and reliance calibration in the educational use of LLMs. In a 3x2 between-subjects experiment conducted in a university classroom setting, we tested the effect of two transparency disclosures (System Prompt and Goal Summary) and an in-conversation Reliability Disclaimer on a GPT-4-based chatbot tutor provided to students for an assignment. Our findings suggest that disclaimer messages included in the responses may effectively mitigate learners' overreliance on the LLM Tutor in the presence of incorrect advice. Disclosing System Prompt seemed to calibrate students’ confidence in their answers and reduce the occurrence of copy-pasting the exact assignment question to the LLM tutor. Student feedback indicated that they would like transparency framed in terms of performance-based metrics. Our work provides empirical insights on the design of transparency and reliability mechanisms for using LLMs in classrooms.

Alternative Teaching Strategies in Learning Filipino Language among Dominant English Speakers

Alternative teaching strategies employed by grade school teachers were important in enhancing motivation in learning the Filipino language among students with dominant English language use at home. This qualitative research study explored these alternative strategies and their effects on the language learning motivation of the target student population. The study aimed to achieve two key objectives: (1) to identify the specific alternative teaching strategies utilized by Filipino teachers to enhance the motivation of English-dominant students in learning the Filipino language, and (2) to determine the effects of these alternative teaching strategies on the language learning motivation of the target student population. The findings of the study highlighted several effective alternative teaching strategies, including: the emphasis on the “Filipino word of the day” to enhance vocabulary acquisition and language proficiency; the incorporation of language games that integrated communication skills with learning, fostering more engaging and practical language experiences; the implementation of role-play activities to allow students to immerse themselves in real-life scenarios, enhancing their understanding and retention of language concepts; and the promotion of continuous exposure to the Filipino language in various contexts to solidify learning and improve practical application. The study also examined the effects of these alternative teaching strategies on the language learning motivation of English-dominant students. The results indicated that strategies such as encouraging language use outside the classroom, promoting engagement in reading activities, and incorporating student self-assessment and feedback had significantly improved students’ motivation, engagement, and overall language proficiency. The findings contributed to the existing body of knowledge on language education and offered recommendations for teachers to effectively motivate English-dominant students through the implementation of alternative teaching strategies.

The Use of Design Thinking in the Development of IoT Projects

One of the difficulties in the teaching and learning of the Internet of Things (IoT) is the lack of exposure to IoT concepts and inadequate teaching methods and tools. The use of Design Thinking (DT) when developing IoT projects can promote solution-based thinking and enhance creativity in problem-solving. The process of DT involves five phases: Empathize, Define, Ideate, Prototype, and Test. The objective of this study was to evaluate the DT tools and process for developing IoT projects. This study involved 22 Information Technology undergraduate students. The Define Problem Statement template, POV template, User Feedback, and Affinity Diagram were among the DT tools introduced to the students. Using a survey form, each student assessed the efficacy of the DT tool and process. Student feedback revealed that the DT process and tools significantly enhanced their understanding of IoT projects. An expert assessment using a DT rubric was also carried out by a lecturer having a master’s degree in information and technology to assess students’ performance using five criteria. Students need to do two rounds of Affinity Diagram activity. The DT rubric results show students’ average scores increased from 2.52 to 3.48, indicating an improvement in students’ IoT project development using DT.

Assessing Student Satisfaction and Institutional Efficiency in Dormitory Management: A Qualitative Analysis Based on Student Perspectives

This research examines the information management processes implemented in student dormitories and evaluates the enhancement of institutional efficiency based on student satisfaction. The study involved 150 students residing in dormitories across two universities, and data were collected through participant interviews. The findings indicate that while dormitory management is perceived as effective in some areas, there are significant opportunities for improvement in information management, communication, and service quality. Based on the student feedback, this article proposes several strategies to enhance dormitory management, including the adoption of digital platforms for better communication, regular maintenance schedules, and improved transparency in financial management. The challenges of implementing these measures, such as resource constraints and institutional resistance to change, are also discussed. These recommendations aim to improve student satisfaction and, consequently, institutional efficiency.

Evaluation Method of Teaching Effect of Environmental Art and Design in Universities Based on Multi-Source Data Fusion Technology

The evaluation of teaching reform satisfaction is crucial for improving teaching quality. In the evaluation of satisfaction with teaching reforms in environmental art and design, issues such as the low reliability of evaluation indicator data can lead to unsatisfactory results. To address this, this paper proposes a new method for evaluating satisfaction with teaching reforms in environmental art and design based on multi-source data integration. By establishing principles for constructing a multi-source indicator system for evaluating satisfaction with teaching reforms in environmental art and design, a four-level multi-source indicator system was determined. This system mainly includes one first-level indicator, four second-level satisfaction evaluation indicators, and several third- and fourth-level evaluation indicators. The construction of the multi-source indicator system for evaluating satisfaction with teaching reforms in environmental art and design was completed. Using a four-part graph model and entropy weight calculation, the importance of the evaluation indicators for satisfaction with teaching reforms in environmental art and design was classified. The expert scoring method was introduced to correct the multi-source indicator data for evaluating satisfaction with teaching reforms in environmental art and design. Based on standardized indicator data, a penalty rule was added to the loss function of the multiple linear regression model to remove data noise, achieving pre-processing of the multi-source indicators for evaluating satisfaction with teaching reforms in environmental art and design. After completing the above process, first collect multi-source data from questionnaire surveys, student feedback, etc., and preprocess and map it to a unified ontology class. Subsequently, data features are extracted through non-negative matrix factorization, and the similarity between object types is calculated. Finally, based on the importance, redundancy, and interaction of data sources, an integrated quality model is designed to effectively integrate multiple sources of data, construct a satisfaction evaluation model, and output the score of satisfaction evaluation. The experimental results show that the proposed method has the highest satisfaction index, reaching about 0.99, indicating a high degree of recognition for the reform; when the amount of integrated data changes, the proposed method maintains the best integratison reliability. Even with an increase in data volume, its reliability only slightly decreases and stabilizes at a high level; meanwhile, the average absolute error of the proposed method is the lowest, consistently below 2.5%, indicating a high level of stability and accuracy in its evaluation results. The above results confirm that the proposed method can effectively evaluate the satisfaction of environmental art design teaching reform and improve teaching quality.

Impact of Multiple-choice and Essay-based Assessments on Academic Performance and Stress Levels among Medical Students: A Cross-sectional Study

Abstract Background: Balancing classroom instruction and examinations poses challenges in education, particularly in diverse student populations, necessitating educational reform and assessment strategies to mitigate stress. Medical education, like other fields, requires both knowledge acquisition and practical application, yet reliance on internet resources may exacerbate stress and hinder academic performance. Assessment tools in medical education vary based on the skills being evaluated, with written formats such as multiple-choice questions (MCQs) and essay-based questions (EBQs) used for cognitive assessments. This study compares MBBS students’ performance and stress levels in pharmacology examinations using MCQs and EBQs. Aim: To compare the performance and level of stress in the MBBS students after going through multiple choice questions and essay-based examination pattern. Methods: A cross-sectional study surveyed 100 third-semester MBBS students at AIIMS Rishikesh using a validated electronic questionnaire to assess various aspects of their experience with MCQs and EBQs in pharmacology assessments. The study collected data on demographics, stress levels, psychological effects, coping skills and student feedback, while excluding students who were not in the third semester, unwilling to participate or absent during the examination. Results: The study outcome showed no significant difference in scores between MCQs and EBQs. Stress factors during MCQ preparation included academic performance concerns and sleep issues, while course issues and sleep disturbances were primary stressors during EBQ preparation. Suggestions for examination pattern changes were common, indicating students’ desire for support. Conclusion: The study highlights the importance of addressing multifaceted stressors to support student well-being and academic success. Further research is needed to explore effective interventions.

Abuzaharen's Challenge: Building Sustainability Competencies through Science-Fiction Narratives and Game-based Learning

This paper presents a case study of the evolution of science-fiction themed game-based learning across two Masters units in a higher education course on sustainable development. The authors created three sustainability games to be played by classes in live workshop settings – a card matching game about urban challenges, a hackathon-style sustainability innovation challenge, and a systemic change analysis game - to build students’ capacity to think about systems, sustainability values, and strategies to advance positive change. The story of a bumbling, but well-intentioned, alien protagonist, Abuzaharen, serves as a dynamic backdrop to the games, which see students ‘transported’ to an alternative reality to complete time-bound challenges in a rigorous yet engaging manner in order to find their way ‘home’ to Earth. This paper documents how each game’s narrative, storytelling, design, and play evolved through multiple iterations over four years, drawing on critical reflection, evidence of engagement and student feedback. The paper also reflects on the affordances of generative artificial intelligence (GenAI) for game-based learning designers. One of the games has integrated GenAI to make Abuzaharen a real-time character in the delivery of the game, including judging student’s innovation pitches and generating live narrative content about game outcomes. The GenAI alien agent subsequently appears in ‘regular’ learning content as a course tutor. Qualitative feedback and educator observations suggest the games increased active class participation, built peer connections, fostered skills in problem-solving, promoted collaboration, and modelled creativity. The games also challenge existing narratives about negative impacts of GenAI on tertiary education by illustrating productive and creative uses of GenAI for students and educators. This paper argues that immersive, narrative-driven approaches, coupled with the strategic use of GenAI, can significantly enrich higher education for sustainability and other educational experiences by scaffolding selected competencies and applying complex concepts to real-world challenges in a light-hearted way. It concludes with practice-led insights and directions for future exploration of interest to sustainability educators, designers of interactive learning, and those experimenting with GenAI in narrative-based games.