Students’ Perceptions About Professors Feedback and Academic Achievement

Abstract

In the literature, teacher feedback appears as a necessary tool for learning. However, the student’s perception of feedback interferes with its effectiveness. This investigation focuses on the view of higher education students on teacher feedback and its impact on academic performance. To this end, an online questionnaire was applied, based on two scales of perception of teacher feedback, to 773 undergraduate students from Federal Institutes. The results reveal acceptable psychometric qualities of the instrument. It was also found that the greater the use of effective teacher feedback practices, the greater the students’ appreciation of it and the better their academic performance. In agreement with the literature, it was found that the students tend to recognize feedback as useful when presented in the form of a constructive, specific criticism and moves away from simple classifications.