EFFECTS OF CONSTRUCTIVE AND TIMELY FEEDBACK ON ACADEMIC PERFORMANCE OF STUDENTS

Abstract

This study intended to evaluate the effects of constructive and timely feedback on academic performance of students and explore the student’s experiences of learning through Constructive feedback. Cross sectional descriptive study was conducted for three months at PNS, LUMHS. Data was collected on questionnaire. Participants were informed and a written consent was obtained. A total number of 151 participants, out of which 35 were males and 116, were females with mean age 22.28. Study included the subjects of 2nd and 3rd year (33.1%) and 4th year/final year (33.8%). Fear and Lack of proper communication were found as main barriers between students and teachers affecting the academic performance. A significant relation was found between variables, by using chi-square test (X2(1, N=151), p = 0.004. Applying constructive feedback improves performance by some assisting factors which improve safe learning environment, effective communication, clear learning goals. The students experienced effective learning through summative feedback, and male students reported more awareness about constructive feedback than female student’s application of computer skills and information technology among staff nurses was good.