STUDENT FEEDBACK REPORT
Student feedback serves as an essential source of information concerning deliverance of educational programmes in higher education system. The participation of students in both internal and external quality assurance has a significant role. The student feedback approach is basically about the institutional practices, processes and frameworks that take into account students concern regarding quality of the education being delivered. Feedbacks from students can be obtained through formal, informal, structured or unstructured methods. Our institution attempts to collect the feedbacks through the structured method where the students fill the feedback proforma in the classrooms, tutorial meets or through informal interactions. The analysis below is based on the responses received through the feedback perfoma filled by the students during 2018-19.
Completion of the syllabus in a specified period of time is necessary as it spares time for clearing doubts and also plan class tests for the students. In regard to this, 1% reported it to be good and 20% considered the syllabus completion in time as very good whereas 79% of the students reported that the syllabus was entirely covered which is considered excellent.
Pre-preparation of the lectures allows the teacher to revise and add updates to any topic that is to be discussed and delivered in the class. It was observed that only 3% reported it to be satisfactorily prepared and 73% of students reported it to be satisfactory but 24% considered it to be thoroughly prepared.
Establishment of a clear communication channel between the teacher and the student is of chief importance. Only through a comprehensible and efficient way of communication, any subject matter content can be made easy and understandable. 8% found it just satisfactory whereas 20% reported it to be sometimes effective but 72% of the students considered teacher’s communicative ability to be always effective.
Implementation of an effectual teaching approach is significant for an improved teaching learning scenario. 8% students reported the adopted teaching approach as good and 50% as very good whereas 42% of the students remarked the teaching approach as excellent.
The evaluation of the students should be based on fair and impartial terms. 38% of the students reported it to be usually fair and 1% considered it to be sometimes unfair but 61% of students considered that their evaluation had always been fair and unbiased.
Another important component of teaching learning process is to evaluate the student’s potential through assessment of their assignment submissions as well as to review and discuss the revisions frequently. In this aspect, 3% reported it to be discussed rarely, 18% of them revealed that the assignments were discussed sometimes and 33% reported that it was done usually while 45% of the students reported that their teacher’s discussed the assignments regularly with them.
In order to improve the personality of the students on the whole, their active involvement in the exchange programs, internships etc. is significant. In this front, 3% responded never for the same while 28% of the students reported it’s frequency to be both often and sometimes but 41% of the students reported that the institute took initiatives on a regular basis for promoting these activities.
An institute and its teachers are highly involved in the inculcation and overall personality enhancement of their students. 10% reported that the teachers were moderately involved and 17% of the students reported that the teachers were significantly concerned while 73% of the students considered that the teachers were very much involved in the same.
The hallmark of a good institute is to provide ample opportunities to the students for growth and development. In this regard, 1% disagreed to the same however, 8% of the students were neutral about their decision and 58% of the students simply agreed with the statement while 33% of the students strongly agreed that the institute plans and provides opportunities for their growth.
The central role of a teacher is to inform the students about the program outcomes, program specific outcomes as well as course outcomes to the students. 8% responded that they were informed occasionally whereas 45% of them considered that they were informed usually however, 47% of the students reported that the teachers informed them every time.
It is important that the mentors keep a regular check and follow-up of any tasks and responsibilities that were assigned to the students. It inculcates a sense of duty and obedience in the students. In this facet, 1% reported they don’t have a mentor, 6% considered it to be both occasional and rarely and 45% considered it to be a usual feature but 42% students considered that their mentors had follow-up session’s with them every time.
To add interest of the students in any theory or concept to be taught and to make teaching learning process effective, inclusion of its applications and examples is significant. 2% of the students rated this module as good which corresponds to explaining through examples occasionally and 34% rated it as very good where the teacher delivers related examples usually while 64% of the students rated this module as excellent where the teacher teaches through examples every time.
A good teacher always recognises the talents and strengths of their students and further work on honing their skills. 9% students reported that they had partial concern towards them however, 34% reported that their teachers were reasonably concerned but 57% of the students reported that the teachers were fully aware of their strengths and further helped them to improve it.
It is vital that the teachers notice the limitations of their students and provide them with positive feedback. 3% considered it to be rare, 8% considered it to be occasional while 34% reported that it was a usual experience but 55% of the students considered that their teachers always provided them with positive and motivating guidance.
Students may further help improve the teaching learning process by providing frequent feedback to the individuals involved. In this aspect, 3% remained neutral in their response and 75% agreed to the same whereas 22% students strongly agreed that the institution engaged them in monitoring and reviewing the teaching learning process.
To make teaching learning experience student centric the use of methods such as experiential learning, participative learning and problem solving methodologies is done. 1% considered it both to the extent of somewhat and very little while 68% to a moderate level however, 30% of the students reported that the teachers utilized these methods to a great extent.
The student involvement in co-curricular activities is of utmost importance as these activities are necessary along with academic excellence. In this regard, 1% disagreed with the statement while 40% simply agreed with the same but 59% of the students reported that they strongly agreed that their teachers pushed and motivated them to participate in the same.
Apart from academic activities and assessments, the incorporation of other life skills such as soft skills, life skills and employability skills is must. In this regard, 1% responded as to somewhat extent whereas 45% considered it to be to a moderate extent but 54% of the students reported that the institution inculcated these to a great extent.
To enhance the teaching learning experience, the use of audio visual aids is necessary. For instance, use of LCD projectors and multimedia devices etc. during lecture sessions. 8% considered it to be below 29%; 3% in 30-49% range; 13% reported the use of ICT tools in 50-69% range but 59% of the students revealed that 70-89% of the teachers utilised ICT tools whereas 17% of the students considered above 90% of teachers did.
The teaching learning process being implemented in the institution should depict excellence. In this regard, only 5% of the students were neutral in their response whereas 53% of the students agreed with the statement while 42% of the students strongly agreed to the statement that the teaching learning process in the institute is very good.
The overall outcomes of the feedback survey were positive but the students suggested certain improvements and additions as well. One of the major concerns was of cleanliness in the washrooms which was dealt with in the session 2019-20 by installing sanitary pad incinerators. The students suggested inclusion of more seminars and assignments in their curriculum and to provide extra individual attention to the weak students. The students also recommended added use of audio visual aids and to exemplify concepts in teaching process. On the whole, the students gave satisfactory and constructive feedback and the faculty members have adopted and acted upon the above suggestions effectively.