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Freshman engineering student perceptions of academic feedback - a case study from Digital Systems 1

机译：大一新生对工程学反馈的看法-来自Digital Systems的案例研究1

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Providing effective and quality feedback to students in higher education has been identified as an integral part of quality teaching by many researchers in the field of education. However, student perceptions vary drastically as to what they perceive academic feedback to really be. Therefore, this paper aims to present freshman engineering student perceptions of academic feedback from an African perspective. The reason for targeting this group is due to their high dropout rate in higher education in South Africa (around 60%). Quantitative data was collected from freshman engineering students enrolled for a module termed Digital Systems 1 at the Central University of Technology in South Africa. A questionnaire was used as the main data collection instrument featuring 21 close ended questions. The results presented in this paper indicate that almost two-thirds (65%) of the respondents believe that a “grade” written on a test script does not constitute academic feedback. The majority of the respondents (76%) expect some kind of academic feedback regarding their work, either in writing or orally from their lecturer. Another interesting result was that while most respondents (77%) wanted constructive feedback from their lecturer, just over half of the respondents (52%) felt that critical feedback is just as important as constructive feedback as it will help them to prepare for the next assessment. A good majority (86%) of students perceived that getting written comments on their assessments would encourage them to approach the lecturer to seek further clarification. A key recommendation of this study is to find a mechanism or technique of providing constructive feedback to all enrolled students, even in large classes. This needs to be done from the outset of the module in order to reduce the current high dropout rates among freshman engineering students.
机译：向高等教育中的学生提供有效和高质量的反馈已被许多教育领域的研究人员确定为高质量教学的组成部分。但是，学生对他们实际所获得的学术反馈的看法大相径庭。因此，本文旨在从非洲的角度介绍新生工程专业学生对学术反馈的看法。之所以要针对该群体，是因为他们在南非的高等教育中辍学率很高（约60％）。定量数据是从南非工程技术大学新生的工程专业学生那里收集的，这些学生被称为“数字系统1”模块。问卷被用作主要数据收集工具，其中包含21个封闭式问题。本文提供的结果表明，将近三分之二（65％）的受访者认为，在测试脚本上写的“成绩”并不构成学术反馈。大多数受访者（76％）期望他们的讲师提供书面或口头形式的有关其工作的学术反馈。另一个有趣的结果是，尽管大多数受访者（77％）都希望从讲师那里获得建设性反馈，但只有一半以上的受访者（52％）认为批评性反馈与建设性反馈同等重要，因为它将帮助他们为下一次的下一次准备做准备。评估。绝大多数（86％）的学生认为，对自己的测验进行书面评论会鼓励他们与讲师联系，以寻求进一步的澄清。这项研究的主要建议是找到一种机制或技术，即使在大班教学中也能向所有在校学生提供建设性反馈。这需要从模块的一开始就完成，以减少目前在大学一年级工程专业学生中的高辍学率。

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