Student Evaluations and the Effect of Timely Feedback on Course Quality and Faculty Development in Saudi Arabia: A Mixed Methods Approach

Simple item page
dc.contributor.advisorBeran, Tanya N.
dc.contributor.advisorOddone Paolucci, Elizabeth
dc.contributor.authorAlhassan, Abdulaziz Ibrahim
dc.contributor.committeememberBaig, Lubna
dc.contributor.committeememberMagzoub, Mohi Eldin
dc.date2018-11
dc.date.accessioned2018-06-20T21:10:55Z
dc.date.available2018-06-20T21:10:55Z
dc.date.issued2018-06-07
dc.description.abstractFeedback from students is one of the most frequently used tools for evaluating/improving university instructors’ performance, assessing teaching quality, and improving learning outcomes. However, few studies have fully examined the effect of instructors receiving timely feedback from students, or student and instructor perceptions about feedback to instructors. This study’s first goal was to determine whether timely student feedback to Problem-Based Learning (PBL) instructors affects teaching styles and teaching quality in a Saudi Arabian university. The second goal was to explore whether student feedback in general and timely student feedback in particular to PBL instructors would contribute to faculty professional development. An embedded mixed methods design was used, whereby a qualitative method was embedded within a quantitative experimental major design. Quantitative data were first collected via a survey administered twice during a study block to 329 first-year, male and female medical students in novice and advanced streams. Students and instructors were divided into an experimental (E) and a control (C) group where students evaluated 22 PBL instructors on instructor performance and PBL session organization. However, only E group instructors received timely student feedback. Qualitative data were then collected from 61 of these students and 13 instructors through one-on-one semi-structured interviews. The quantitative results showed significant differences in student scores between the E and C groups. Then, student results were analyzed separately for differences based on gender and novice and advanced streams. The results showed differences in student scores between the E and C groups for the male and novice stream students, and no significant difference in student scores for the female and advanced stream students. Qualitative data for the instructors and students revealed three major overarching themes concerning the importance, process, and use of student feedback. The mixed methods’ results showed the effectiveness of timely student feedback on instructors’ performance and PBL session organization items. Additionally, the effectiveness of timely student feedback was shown for both men and women and for novice students, but not for advanced students.en_US
dc.identifier.citationAlhassan, A. I. (2018). Student Evaluations and the Effect of Timely Feedback on Course Quality and Faculty Development in Saudi Arabia: A Mixed Methods Approach (Doctoral thesis, University of Calgary, Calgary, Canada). Retrieved from https://prism.ucalgary.ca. doi:10.11575/PRISM/31993en_US
dc.identifier.doihttp://dx.doi.org/10.11575/PRISM/31993
dc.identifier.urihttp://hdl.handle.net/1880/106767
dc.language.isoeng
dc.publisher.facultyCumming School of Medicine
dc.publisher.facultyGraduate Studies
dc.publisher.institutionUniversity of Calgaryen
dc.publisher.placeCalgaryen
dc.rightsUniversity of Calgary graduate students retain copyright ownership and moral rights for their thesis. You may use this material in any way that is permitted by the Copyright Act or through licensing that has been assigned to the document. For uses that are not allowable under copyright legislation or licensing, you are required to seek permission.
dc.subject.classificationEducationen_US
dc.subject.classificationHealth Sciencesen_US
dc.titleStudent Evaluations and the Effect of Timely Feedback on Course Quality and Faculty Development in Saudi Arabia: A Mixed Methods Approach
dc.typedoctoral thesis
thesis.degree.disciplineMedical Science
thesis.degree.disciplineMedical Education
thesis.degree.grantorUniversity of Calgary
thesis.degree.nameDoctor of Philosophy (PhD)
ucalgary.item.requestcopytrue
Files
Original bundle
Now showing 1 - 1 of 1
Thumbnail Image
Name:
ucalgary_2018_alhassan_abdulaziz.pdf
Size:
2.72 MB
Format:
Adobe Portable Document Format
Description:
Download
License bundle
Now showing 1 - 1 of 1
Thumbnail Image
Name:
license.txt
Size:
1.74 KB
Format:
Item-specific license agreed upon to submission
Description:
Download
Collections
Open Theses and Dissertations