TY - JOUR
T1 - Constructive feedback and the perceived impacts on learning and development by the learners' genders
AU - Rassameethes, Bordin
AU - Phusavat, Kongkiti
AU - Pastuszak, Zbigniew
AU - Hidayanto, Achmad Nizar
AU - Majava, Jukka
N1 - Publisher Copyright:
© 2023-IOS Press. All rights reserved.
PY - 2023/9/5
Y1 - 2023/9/5
N2 - BACKGROUND: Constructive feedback has positively contributed to learning and development, especially for disengaged and underprivileged learners. The study examines whether the perceived impacts from constructive feedback are different between the male and female learners. OBJECTIVE: The objective is to assess whether there is a significant difference in the perception between the male and female learners in their response to constructive feedback. Three circumstances are under study-general feeling towards constructive feedback, perceived impacts on belongingness and happiness, and perceived impacts on the frequency of physical, verbal, and psychological bullying. METHODS: There are 482 learners who participated in the surveys, 185 male and 297 female learners. Statistical analysis is applied to gain more insights into the surveys. A follow-up small session is organized to enhance the findings. RESULTS: It appears that the impacts from constructive feedback on the learners' genders are apparently minimal within the context of three circumstances. Thus, the perception of the learners who are disengaged and underprivileged is relatively comparable. CONCLUSIONS: The findings contribute to dealing with the disengaged learners in a workplace (and a school). Despite the insignificant difference based on the gender, other issues relating to design and delivery of constructive feedback should be further investigated.
AB - BACKGROUND: Constructive feedback has positively contributed to learning and development, especially for disengaged and underprivileged learners. The study examines whether the perceived impacts from constructive feedback are different between the male and female learners. OBJECTIVE: The objective is to assess whether there is a significant difference in the perception between the male and female learners in their response to constructive feedback. Three circumstances are under study-general feeling towards constructive feedback, perceived impacts on belongingness and happiness, and perceived impacts on the frequency of physical, verbal, and psychological bullying. METHODS: There are 482 learners who participated in the surveys, 185 male and 297 female learners. Statistical analysis is applied to gain more insights into the surveys. A follow-up small session is organized to enhance the findings. RESULTS: It appears that the impacts from constructive feedback on the learners' genders are apparently minimal within the context of three circumstances. Thus, the perception of the learners who are disengaged and underprivileged is relatively comparable. CONCLUSIONS: The findings contribute to dealing with the disengaged learners in a workplace (and a school). Despite the insignificant difference based on the gender, other issues relating to design and delivery of constructive feedback should be further investigated.
KW - constructive feedback
KW - disengaged learners
KW - Human learning
KW - motivation and development
KW - safe learning environment
UR - http://www.scopus.com/inward/record.url?scp=85171618276&partnerID=8YFLogxK
U2 - 10.3233/HSM-220172
DO - 10.3233/HSM-220172
M3 - Article
AN - SCOPUS:85171618276
SN - 0167-2533
VL - 42
SP - 487
EP - 498
JO - Human Systems Management
JF - Human Systems Management
IS - 5
ER -