Social Studies Teachers’ and Teacher Candidates’ Perceptions on Prompt Feedback and Communicate High Expectations

Şimşek, Ufuk; Turan, İbrahim; Şimşek, Ümit

doi:10.20319/pijss.2017.31.332345

Cited by 10 publications

(10 citation statements)

References 9 publications

(9 reference statements)

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“…The emphasis in this study is to understand the influence of prompt feedback on satisfaction. Feedback gives the information about the students' effective performance (Chang, 2011;Grebennikov & Shah, 2013;Simsek et al, 2017). Prompt feedback enhances student learning experience (Brownlee et al, 2009) and boosts satisfaction (O'donovan, 2017).…”

Section: Prompt Feedback and Satisfaction Of Studentsmentioning

confidence: 99%

“…Christensen (2014) studied linking feedback to performance and introduced the positivity ratio concept, which is a mechanism that plays an important role in finding out the performance through feedback. It has been found that prompt feedback helps in developing a strong linkage between faculty and students which ultimately leads to better learning outcomes (Simsek et al, 2017;Chang, 2011).…”

Section: Introductionmentioning

confidence: 99%

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Impact of online classes on the satisfaction and performance of students during the pandemic period of COVID 19

2021

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The aim of the study is to identify the factors affecting students’ satisfaction and performance regarding online classes during the pandemic period of COVID–19 and to establish the relationship between these variables. The study is quantitative in nature, and the data were collected from 544 respondents through online survey who were studying the business management (B.B.A or M.B.A) or hotel management courses in Indian universities. Structural equation modeling was used to analyze the proposed hypotheses. The results show that four independent factors used in the study viz. quality of instructor, course design, prompt feedback, and expectation of students positively impact students’ satisfaction and further student’s satisfaction positively impact students’ performance. For educational management, these four factors are essential to have a high level of satisfaction and performance for online courses. This study is being conducted during the epidemic period of COVID- 19 to check the effect of online teaching on students’ performance.

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Section: Prompt Feedback and Satisfaction Of Studentsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Impact of online classes on the satisfaction and performance of students during the pandemic period of COVID 19

2021

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“…A particularly important factor influencing the level of student satisfaction is quick feedback (Kinicki et al, 2004), information provided by lecturers and tutors about student performance. Rapid feedback has been found to help create a strong link between academic staff and students, ultimately leading to better learning outcomes (Simsek et al, 2017;Chang, 2011). As research results show, academic staff members who respond quickly to questions and provide timely feedback on assignments tend to help students in online courses improve interaction, actively participate, focus on results, and understand study material (Martin, 2020).…”

Section: Student Satisfactionmentioning

confidence: 99%

The Impact of Learning Mode on Student Satisfaction with Teaching Quality: Evaluation of Academic Staff Teaching before and during Covid-19

Berniak-Woźny¹,

Rataj²,

Plebańska³

2021

ERSJ

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Purpose: Due to the Higher Education Institutions (HEIs) were forced to introduce remote education in a short period of time, regardless of the level of their technological competence. As a result, students and faculty changed their study mode from traditional to online within a few days. The aim of this study is to determine the impact of the teaching mode on the teaching quality perceived by students. Design/Methodology/Approach: A survey of University of Information Technology and Management students was conducted in the summer semester preceding the pandemic in which traditional teaching was performed (n = 8,462, with 315 academic staff members evaluated) and in the summer semester during the pandemic where the mode of delivery was online (n = 15,738, with 248 academic staff members evaluated). Findings: A statistical analysis of the results, broken down by academic staff gender, academic title, and field of teaching, shows no significant changes in the evaluation of the quality of academic staff teaching in general. Practical Implications: The results of the research make it possible to define further directions of academic staff development in order to improve students' satisfaction with the education process and allow for better preparation of universities for the digital transformation in the field of higher education. Originality/Value: The paper verifies the readiness of teaching staff for distance learning, both from the perspective of teaching skills as well as technical and digital skills.

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“…The learner"s role is to construct new ideas from current and past knowledge. Simsek et al (2017) enumerated the basic characteristics of constructivist learning environments to include active learning; authentic instructional tasks; cooperation between students; and diverse and multiple learning formats. The instructional process in social studies is similar to what is obtainable in other subjects in social sciences.…”

Section: Pupil: International Journal Of Teaching Education and Learning Issn 2457-0648mentioning

confidence: 99%

Analytical Observation of Instructional Process in Social Studies in Upper Basic Schools in Bayelsa State of Nigeria

Amatari

2020

pijtel

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Classroom communication is a vital ingredient in every instructional learning process within the school environment. The quality and quantity of teacher-pupil interaction is a critical dimension of effective classroom teaching. This prompted the development of a Classroom Interaction Sheet (CIS) for an analytical observation of behavioural activities that are predominant in a teaching /learning process in Social Studies. The Classroom Interaction Sheet observed 3 categories of behaviuor namely, teachers' activities, students' activities, and others. The frequency of occurrence for each activity was observed for thirty-two instructional lessons. The inter-rater reliability estimated for CIS is 0.60. Data were analyzed with frequency/percentage and independent t-test statistical techniques. Findings show teachers' activities have the highest occurrence of 54%, followed by students' activities of 43%. Furthermore, students'behavioural activities such as responding to questions; listening: and hand up to respond got the highest scores of 12%, 13%, and 12% respectively. Teachers'behavioural activities that occurred most are: explaining (16%);

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Social Studies Teachers’ and Teacher Candidates’ Perceptions on Prompt Feedback and Communicate High Expectations

Abstract: This study aims to investigate perception of social studies teachers and teacher candidates on the implication of two of the seven principles of good practice in education developed by Chickering and Gamson (1987)

Cited by 10 publications

References 9 publications

Impact of online classes on the satisfaction and performance of students during the pandemic period of COVID 19

Impact of online classes on the satisfaction and performance of students during the pandemic period of COVID 19

The Impact of Learning Mode on Student Satisfaction with Teaching Quality: Evaluation of Academic Staff Teaching before and during Covid-19

Analytical Observation of Instructional Process in Social Studies in Upper Basic Schools in Bayelsa State of Nigeria

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