Research Question:

How does collecting regular student feedback impact teaching quality and learning outcomes in educational institutions?

Objectives:

1. To develop and implement a systematic feedback collection process (surveys, interviews).

2. To analyze the integration of changes based on the collected feedback.

3. To compare student performance before and after implementing the feedback system.

The main objective of this study is to examine the impact of systematic student feedback on improving the quality of education. By implementing a structured feedback system, the study aims to analyze how faculty can use student input to improve their teaching practice, which will ultimately lead to improved student performance and engagement.

The theoretical framework for this study is based on feedback theory, which posits that feedback is a critical component of the learning process, allowing both students and faculty to reflect on their practice and performance (Hattie & Timperley, 2007). This theory emphasizes the importance of formative assessment and the role of feedback in creating a responsive learning environment.

The study will also draw on constructivist learning theory, which suggests that knowledge is formed through social interactions and experiences (Piaget, 1973; Vygotsky, 1978). By collecting feedback from students, teachers can better understand their students’ learning needs and preferences, allowing them to develop more individualized and effective teaching strategies. This approach is consistent with the principles of student-centered learning, encouraging active participation and collaboration between students and teachers (Brusilovsky & Millan, 2007).

According to Black and Williams (1998), feedback not only contributes to academic success, but also increases students’ engagement in the learning process.

An important aspect is the use of constructivist learning theory, which emphasizes that knowledge is formed through social interactions and experiences (Vygotsky, 1978). Systematic feedback allows students to actively participate in learning and develop critical thinking (Nicole & Macfarlane-Dick, 2006). In addition, research has shown that feedback can increase student motivation and interest (Sadler, 1989). However, effective implementation of feedback systems requires teacher training and resources (Hattie, 2009). It is important to continue to study the role of feedback in the educational process in order to improve its quality and meet modern requirements.

The conducted research on the student feedback system as a tool for improving the educational process has significant impact in several aspects:

Improved quality of learning: Regularly collecting feedback allows identifying weak points in teaching and adapting methods to the needs of students, which can improve the overall effectiveness of the educational process.

Student participation: The study contributes to the creation of a more interactive learning environment in which students feel heard and involved, which can increase their motivation and participation in the learning process.

Professional development of teachers: The results of the study provide a basis for the professional development of teachers, allowing them to be conscious of their teaching methods and adapt to the needs of students.

Policy and practice: The study can influence educational policies, calling for the introduction of feedback systems in educational institutions, which can lead to more student-centered educational practices.

International cooperation: The study can facilitate the exchange of experiences between educational institutions in different countries considering the introduction of similar feedback systems to improve the quality of education.

In this study, a student feedback system was developed to evaluate its impact on improving the educational process. For this purpose, questionnaires were created consisting of 10-15 questions covering various aspects of the educational process, such as the quality of teaching, availability of materials, and the level of engagement. As a result of the questionnaire, 100 students from grades 11-12 were interviewed, which ensured representativeness of the data. The questionnaires were posted on online platforms such as Google Forms, which simplified the process of data collection and analysis. In addition, as part of the study, semi-structured interviews were conducted with 20-25 students to gain a deeper understanding of their opinions and suggestions regarding the educational process. 4-5 focus groups consisting of 6-8 people were also organized to discuss the changes implemented based on the collected feedback. The effectiveness of the implemented changes was assessed through observation of 10-15 lessons. A comparative analysis was conducted to analyze student performance before and after the implementation of the feedback system. The results of chemistry tests were used. Statistical analysis included the use of descriptive and inferential statistics, such as the t-test for independent samples, which allowed us to obtain reliable data on the impact of the feedback system on the educational process.

The conducted research on the student feedback system yielded significant results confirming its positive impact on the educational process. Student Engagement: In a survey conducted among 100 students, 85% noted that the implementation of the feedback system increased their interest in the learning process. 70% of respondents indicated that they became more actively involved in lessons after making changes suggested based on the feedback collected. Teaching Quality: After analyzing the questionnaires, 78% of students rated the quality of teaching as “good” or “excellent” compared to 60% before the implementation of the feedback system. This indicates a significant improvement in the perception of the learning process. Academic Performance: A comparative analysis of academic performance before and after the implementation of the system showed that the average grade in chemistry increased from 4.2 to 4.6 on a 5-point scale. This corresponds to an increase of 9.5%, which is a significant improvement. Openness to change: In focus groups, 90% of students expressed a positive attitude towards the changes that were implemented based on their suggestions, and noted that they felt more heard and involved in the learning process. 75% of teachers in the study noted that openness to feedback from students allowed them to better adapt their teaching methods, which in turn increased their confidence in teaching. These results confirm that the implementation of a student feedback system has a positive impact on the quality of education and student engagement in the learning process. This research is significant as it addresses a critical aspect of education-how student feedback can be utilized as a powerful tool for improvement. By examining the effects of systematic feedback collection, the study aims to provide insights into best practices that can be adopted across different educational contexts, particularly in Europe and beyond.

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