SIGNIFICANCE OF STUDENT’S FEEDBACK ON IMPROVING THE TEACHING PRACTICES OF THE FACULTY
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Abstract
OBJECTIVE: To determine the significance of students’ feedback on improving teachers’ performance.
METHODS: The students’ feedback on teachers’ performance was analyzed for 38 faculty members from 2011 to 2014 including feedbacks from four semesters. The means and standard deviations were used to determine the trend in the overall performance of the teachers. One sample T-test was used to determine the significance of these trends in the teachers’ performance for same semester means, whereas the paired T-test was applied for comparison of means between the semesters.
RESULTS: The analysis showed an overall improvement in the performance of teachers analyzed for the three out of four semesters while there was a slight decline in the fourth semester from 89.9±5.0 to 86.6±6.1, at 95% confidence level. However, the dip does not cross over the benchmark of 70% set by the Quality Enhancement Cell of the University.
CONCLUSION: The teachers’ evaluation processes have shown a positive impact in their overall performance and are effective mechanism for keeping the teachers and students to work for the collective objective towards their learning. The reasons for the slight decline in the fourth semester have remained unearthed in the current study and need to be explored through qualitative studies.
KEY WORDS: Student Feedback Questionnaire (Non-MeSH), Quality Enhancement Cell (Non-MeSH), Feedback (MeSH), Students (MeSH), Faculty (MeSH), Teaching (MeSH); Medical Education (MeSH)
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