Students’ Perceptions of Teacher Feedback and the Educational Environment as Measured by DREEM in a Medical Faculty in Sri Lanka
Journal Title: Journal of Medical Science And clinical Research - Year 2015, Vol 3, Issue 6
Abstract
Students’ perceptions of the educational environment reflect their satisfaction, behaviour, achievements and final outcome. Although the DREEM score at the Medical Faculty in the current study was satisfactory, some items demonstrated low scores. Negatively scored items as a whole suggested the existence of drawbacks in relation to giving student feedback. Therefore a focused evaluation of various facets of students’ perception of teacher feedback was planned. A tailor-made pretested questionnaire called ‘Students’ Perceptions of Teacher Feedback Questionnaire (SPTFQ)’ with 12 items was administered along with the DREEM to the final year students. Of the 137 out of 212 final year students available on the day of the study, 113 (75%) responded to the questionnaire. Cronbach alpha of DREEM and SPTFQ were 0.81 and 0.80 respectively. Low scoring DREEM items includes; lack of a support system, students getting tired, authoritarian teachers, the course been boring, presence of cheating, emphasis on factual knowledge, difficulty in memorising and teachers getting angry. The SPTFQ revealed that 14%, 17% and 14% of students perceive that teachers rarely ‘appreciate good things’, ‘support to correct errors’ and ‘encouraged to study’ respectively, while 48%, 37%, 28% of the responses indicated that teachers some time or even more frequently either ‘confused’, ‘humiliated’ or ‘discriminated’ students. SPTFQ score was correlated with SPoL, SPoT and SPoA, (Correlation Coefficient (sig 2 tailed)-0.279(0.003), - 0.242, (0.01) - 0.229 (0.015) but not with SASP and SSSP. Student’s perceptions of Teacher feedback highlighted significant deficiencies that need early correction even though the overall DREEM score was satisfactory.
Authors and Affiliations
Mudiyanse R. M
Keywords
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