Date of Award

2024

Degree Type

Dissertation

Degree Name

Master of Education (MEd)

First Advisor

Dr Sadia Muzaffar Bhutta

Department

Institute for Educational Development, Karachi

Abstract

For many years, feedback in higher education has been perceived as a one-way process, primarily involving written comments from teachers to students. This traditional view often positions feedback as a tool for judging past learning through assignments and assessments rather than a source for future learning. University students may either use this feedback to improve learning or disregard it. However, contemporary educational research presents a more dynamic perspective. Feedback is now seen as an interactive process where students and scholars actively interpret, appreciate, and engage with feedback from multiple sources to enhance their academic performance and learning strategies. This shift emphasises the importance of feedback literacy which refers to the knowledge, capacities, and attitudes needed to interpret the information, make sense of it, and use it to enhance work or learning strategies. Developing feedback literacy in students requires cultivating the knowledge, skills, and mindset necessary for students to engage constructively with feedback opportunities. 
Despite the recognized importance of feedback literacy in enhancing student learning outcomes, many students struggle to effectively interpret, engage, and apply feedback provided by educators. This challenge is often due to a lack of understanding of feedback processes, limited skills in self-assessment, and insufficient opportunities to engage in meaningful dialogue about feedback. This study aims to address this gap by investigating the levels of feedback literacy among university students enrolled in education departments in Karachi, Pakistan. Moreover, it also explores the levels of feedback literacy across public and private university students. To achieve this, a cross-sectional survey design was employed in three districts of Karachi (East, West, and Central), located within a 15 km radius of the Institute for Educational Development (IED). Data was gathered from 308 students enrolled in education departments across both institutions. Participants were surveyed through both online and direct administration methods. Descriptive statistics were used to assess students' levels of feedback literacy. The results revealed that the feedback literacy of university students was generally high (Mean = 4.43, SD = 1.25). This suggests that most students consider feedback crucial for their academic development, particularly in enhancing their academic skills and knowledge through continuous learning. When judging feedback literacy (FL) within a level framework, it becomes evident that students in higher education demonstrate a high level of feedback literacy (M = 4.1 - 6). Moreover, a Mann-Whitney U test was conducted to compare the levels of feedback literacy across both institutions. The findings indicated that private university students exhibited a significantly higher level of feedback literacy (M = 4.81, SD = 1.12) compared to public university students (M = 3.96, SD = 1.24). This difference is statistically significant (p < 0.01) with a medium effect size (r = -0.349). This indicates that private university students are significantly more aware of acknowledging critical feedback and adapting their learning strategies based on others' comments.
The study concludes by recommending the implementation of structured training programs to help students interpret and apply feedback effectively. Encouraging active engagement with feedback, providing diverse feedback sources, and integrating feedback literacy early in students' academic careers are also essential. Additionally, nurturing a feedback-friendly culture, utilizing technology for accessibility, and regularly evaluating feedback practices will enhance students' feedback literacy and contribute to their academic success.

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1

Last Page

113

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