Lecturer Feedback and Student Learning: A case study of a Higher Education Institution in Maldives.

Abstract: This study explores the impact of lecturer feedback on student learning in a higher education institution in the Maldives. Recognizing feedback as a cornerstone of formative assessment, the study examines the relationship between feedback quality, timeliness, and student academic performance. A quantitative, cross-sectional survey design was employed, sampling 220 undergraduates studying from 2^nd to 6^th semester in the institution, using a validated questionnaire. Data were analyzed using regression analysis.

The findings reveal a moderate yet significant relationship between quality feedback and student learning, emphasizing its role in enhancing academic performance and fostering engagement. Additionally, a strong relationship was found between timely feedback and learning outcomes, highlighting its importance in enabling students to promptly address areas of improvement. The study concludes that both quality and timely feedback are critical for maximizing learning impact.

The implications suggest structured feedback mechanisms and digital platforms for real-time interactions are important to improve feedback delivery. These insights are valuable for educators and policymakers aiming to optimize feedback practices in higher education. In addition to this, the study contributes to the field highlighting the importance of structured feedback mechanisms offering practical insights for educators and policy makers seeking to enhance feedback delivery and effectiveness in higher education.

Higher Education, Lecturer Feedback, Quality Feedback, Student learning, Timely feedback

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