Exploring Students’ Perceptions on Teachers’ Feedback in the Classroom (A Study of Achham Multiple Campus, Nepal)

Abstract

This study, situated within an interpretivist research framework and conducted at an Achham multiple campus in the Far western province of Nepal, delves into students’ perceptions of teacher feedback and the factors influencing its reception and utilization. Qualitative methods and purposive sampling were used. Twenty participated fourth-year students from distinct classes participated, and a combination of learning notes, semi-structured questions, and in-depth interviews were used to reveal their perspectives on feedback delivery. Thematic and interpretive analyses uncovered that student view teacher feedback as a focused mode of communication, distinguishable from regular classroom interactions, often discerned through cues like personal and task-related objectives. Seeking clarity, students frequently pursued both verbal and written feedback, often through dialogues with teachers. The research underscores the intricate nature of feedback, highlighting students’ recognition of emotional, atmospheric, and expectation-based variables that collectively influence its effectiveness. Implying a need for further exploration into teacher and student feedback expectations, the study also suggests an intriguing avenue of investigation into the role of teacher emotions in shaping feedback. Ultimately, this research enriches our understanding of students’ engagement with teacher feedback, shedding light on the intricate educational dynamics at play.