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Student feedback and reflection for teaching effectiveness: A case study of teaching a course on statistical process control

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Dr. T.P.Singh, Dr. Ajay Batish
» doi: 10.48047/ecb/2023.12.si6.147


This paper presents a case study of an intervention carried out in a BE Mechanical Engineering class. It focuses on student feedback on their understanding & retention levels of a recently taught topic and the level of motivation for revising the topic at home. Low level of understanding, retention and motivation for self-study made the teacher reflect and modify his teaching method from deductive teaching to inductive teaching. Feedback taken after the intervention resulted in significant improvement. This experience of reflection, modification in teaching style and the resultant improvement brought a positive and extensive change in the teacher’s understanding of the way today’s students want to learn. The intervention included making a detailed lesson plan involving learning objectives, sequence of subtopics, teacher activities, student activities and recapitulation sessions. The class was engaged using the lesson plan. Feedback was then taken using a specially designed questionnaire that had multiple-choice questions. The students desired that the plotting of the control chart was taken up before a detailed coverage of the concepts and fundamentals. The teacher then reflected on the feedback and his own teaching style. Using Gibbs cycle for reflection, the teacher evolved an action plan after studying extensive literature on Inductive and Deductive teaching. The teacher made another lesson plan for the next lecture by incorporating the feedback, changing teaching method to predominantly Inductive teaching and conducted of the lecture. Feedback on the teaching of the new lecture was taken again using a specially designed questionnaire and analyzed. The response was compared with the response of the earlier lecture. A significant improvement in understanding, retention and motivation for self-study was observed.

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