Assessment of university teaching through critical analysis of student feedback

บทคัดย่อ

Student feedback has become a critical element in higher education, shaping
the evolution of pedagogical strategies and academic practices. As universities
increasingly emphasize student-centered approaches, understanding how
faculty members perceive and respond to feedback is essential for improving
teaching quality and educational outcomes. The objective of this study was to
examine of faculty members’ perceptions of student feedback at the Milagro
State University (UNEMI). A quantitative, descriptive design was employed,
utilizing stratified random sampling to collect data from 460 faculty members.
A structured digital survey was used to gather responses, and data were
analyzed using SPSS. The findings indicated that while student feedback is
generally perceived as valuable, it is not always constructive. Direct interactions
(83%) and written communication (71%) were the most common channels for
feedback. Feedback moderately influenced teaching practices, with 22 percent
of faculty acknowledging its contribution to teaching improvement. However,
concerns about negative feedback and its potential impact on teaching methods
persisted. The study concludes that institutional support is crucial for helping
educators effectively interpret and apply feedback. Future research should
broaden the scope to include diverse academic contexts and explore long-term
feedback impact.