STUDENTS' PERCEPTION OF DIDACTIC FEEDBACK IN UNIVERSITY EDUCATION

<doi>10.24250/jpe/2/2024/RIH/LMT</doi>

Abstract

This article is based on the study of students and master's
students’ perception of didactic feedback in university education.
Effective feedback is designed to determine the level of
understanding and development of a learner's skills, as well as
to plan the next steps in order to achieve learning intentions or
objectives. In order to identify the way in which the students and
master's students perceive the feedback provided by the teaching
staff in university courses and seminars, we applied an online
questionnaire to a number of 160 subjects. The answers received
to the 10 questions of the questionnaire were statistically
processed and presented in the paper, in order to provide an
overview of the following aspects of the didactic feedback: the
degree of satisfaction of students, on the way in which the
teaching staff provides feedback in the courses and university
seminars; the extent to which students and master's students are
encouraged by the teaching staff to provide feedback during
courses and seminars; the advantages and disadvantages of
giving and receiving didactic feedback on those who learn; the
way in which students and master's students would prefer
feedback to be provided by teaching staff; the perceived
influence of didactic feedback on the motivation for learning; the
extent to which teachers' feedback influences the academic
performance of students and master's students; the feedback
collection methods frequently used by teachers; the type of
didactic feedback preferred by students and master's students;
proposing ways to provide feedback, which will make students
and master's students more motivated to learn.