OROMIA STATE UNIVERSITY
DEPARTMENT OF MANAGEMENT
Questionnaire for weekend program management students
Dear respondent,
This questionnaire is part of a research study examining the relationship between teacher
feedback and student engagement in the classroom. Engagement is a multifaceted concept that
includes cognitive, emotional, behavioral, and academic dimensions. The purpose of this survey
is to better understand how the feedback you receive from your teachers impacts these different
aspects of your engagement and learning.
Your participation in this survey is completely voluntary and your responses will be kept
confidential. The information you provide will help educators improve their feedback practices
to better support student engagement and success. Please answer the questions honestly and to
the best of your ability. There are no right or wrong answers.
General Instructions:
1. There is no need of writing your name.
2. Put “√” for the option/s you choose
Thank you in advance for your time and contribution to this important research.
Section I: Demographic Information
1. Age:
1) 18-25 years £ £ 4) 46-55 years £
2) 26-35 years £ 5) 55+ years £
3) 36-45 years £
2. Gender:
1) Male £ 2) Female £
3. What is your current employment status?
1) Full-time employed £ £ 3) Self-employed £ £
2) Part-time employed £ £ 4) Not employed £
4. If employed, how many years of work experience do you have?
1) Less than 1 year £ 2) 1-5 years £
1
3) 6-10 years £
4) More than 10 years £
2
Section II: Read the list of statements and indicate your level of agreement on from
strongly disagree to strongly agree. In each case, please think about how each
statement applies to your instructors’ feedback situation.
S.N Item Response category
Strongly Disagree Neutral Agree Strongly
Disagree Agree
1 1. Feedback Timing and Frequency
The feedback I receive from my teacher is provided
immediately after I complete a task
My teacher waits until after I have finished an assignment
to provide feedback
I receive feedback from my teacher on a regular basis
My teacher only provides feedback a few times
throughout the semester
2 Feedback Delivery Mode
My teacher provides verbal feedback during our class
discussions
I receive written feedback comments on my assignments
from my teacher
My teacher records audio or video feedback for me to
review
I get automated feedback from online tools or software
programs
3 Feedback Characteristics
The feedback I get from my teacher is mostly positive in
nature
My teacher provides very specific feedback related to my
performance
The feedback focuses more on the process I used rather
than just the final product
My teacher's feedback includes praise for my efforts
The feedback I receive is evaluative rather than just
descriptive
4 Feedback Scope
My teacher gives me personalized feedback on my
individual work
My teacher provides feedback to the whole class on our
collective performance
5 Student engagement
The feedback I receive from teachers helps me understand
the material better
When I'm struggling, the feedback from teachers
encourages me to keep trying until I figure it out
The feedback I get from teachers helps me connect new
information to what I already know
The feedback I receive from teachers makes me enjoy the
learning activities more
The feedback from my teachers increases my enthusiasm
for the topics we cover
When I do well, the positive feedback from teachers makes
3
me feel a sense of pride
The feedback I receive from teachers encourages me to
participate more actively in class.
The feedback I get on my assignments motivates me to
complete them on time
The feedback and support from teachers makes me want to
attend class regularly
The feedback I receive from teachers strengthens my
commitment to doing well
The feedback from teachers keeps me motivated to learn
the course material
The positive feedback I get on my work makes me take
more pride in the quality of my academic performance
Section III: Provide detailed responses and examples to help us gain a deeper
understanding.
1. Can you describe a time when the feedback you received from your teacher was
particularly helpful? What made it so?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
2. In what ways do you prefer to receive feedback from your teacher? Why?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
3. How does the nature of the feedback you receive affect your motivation and
performance?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
4. How does personalized feedback on your individual work influence your learning
compared to feedback given to the whole class?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
5. How does personalized feedback on your individual work influence your learning
compared to feedback given to the whole class?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
Section 2: Perceptions of Teacher Feedback
4
Literature Review
Teacher feedback remains a critical component of the learning process, with emerging
research continuing to explore its impact on student engagement and academic
outcomes (Lipnevich & Smith, 2018; Wisniewski, Zierer, & Hattie, 2020). However,
the specific characteristics and delivery of feedback can vary considerably across
classrooms, leading to differential effects on student motivation and engagement.
Recent studies have highlighted the importance of feedback timing, suggesting that
immediate, real-time feedback can be particularly beneficial for maintaining student
focus and effort (Knight, Guevara, & Barbera, 2020; Reinholz & Shah, 2018).
Delayed feedback, in contrast, may be less effective for promoting active engagement
(Wisniewski et al., 2020).
The mode of feedback delivery has also received increased attention, with research
demonstrating the value of providing feedback through multiple formats, including
verbal, written, audio, and digital platforms (Cavaleri, Kawaguchi, Di Biase, &
Balavender, 2019; Johnson, 2021; Lipnevich & Smith, 2018). The specific
characteristics of the feedback, such as its framing (positive vs. negative), may also
play a key role in shaping student engagement (Hattie & Clarke, 2019).
Frequency of feedback has likewise been linked to student engagement, with some
studies suggesting that higher frequency feedback is associated with greater
persistence and academic achievement (Knight et al., 2020; Wisniewski et al., 2020).
However, the optimal frequency may depend on the learning context and individual
student needs.
Researchers have also continued to explore the role of feedback scope, highlighting
the potential benefits of both individualized, student-specific feedback as well as
whole-class feedback that addresses common challenges (Narciss, Sosnovsky,
Schnaubert, & Andrès, 2014; Reinholz & Shah, 2018). Individualized feedback can
help students feel valued and supported, while whole-class feedback can foster a
sense of community and shared learning goals.
5
Finally, recent studies have examined the influence of feedback source, suggesting
that teacher feedback is often perceived as more authoritative and reliable, while peer
and self-assessment feedback can promote greater autonomy and self-regulation
(Andrade, Andrade, & Lui, 2020; Heitink, Van der Kleij, Veldkamp, Schildkamp, &
Kippers, 2016).
References:
Andrade, H., Andrade, J., & Lui, A. (2020). The effect of feedback on the disengagement of
low-performing students. Educational Assessment, 25(1), 22-41.
Cavaleri, M., Kawaguchi, S., Di Biase, B., & Balavender, A. (2019). Is automated feedback
during drafting an effective way to improve English writing skills?. Computer Assisted
Language Learning, 32(3), 263-280.
Hattie, J., & Clarke, S. (2019). Visible Learning: Feedback. Abingdon, UK: Routledge.
Heitink, M. C., Van der Kleij, F. M., Veldkamp, B. P., Schildkamp, K., & Kippers, W. B.
(2016). A systematic review of prerequisites for implementing assessment for learning in
classroom practice. Educational Research Review, 17, 50-62.
Johnson, S. (2021). The impact of multimedia feedback on student engagement and
performance. Journal of Educational Technology Systems, 49(4), 548-567.
Knight, D. B., Guevara, J. L., & Barbera, J. (2020). Exploring the impact of immediate
feedback using an online homework system. Educational Technology Research and
Development, 68(2), 607-632.
Lipnevich, A. A., & Smith, J. K. (2018). The Cambridge handbook of instructional feedback.
Cambridge University Press.
Narciss, S., Sosnovsky, S., Schnaubert, L., & Andrès, E. (2014). Prompt-feedback in math
problem-solving: An explanatory study with the MaxMindMap-system. Technology,
Instruction, Cognition and Learning, 9, 71-92.
Reinholz, D. L., & Shah, N. (2018). Equity analytics: A methodological approach for
quantifying participation patterns in mathematics classroom discourse. Journal for Research
in Mathematics Education, 49(2), 140-177.
Wisniewski, B., Zierer, K., & Hattie, J. (2020). The power of feedback revisited: A meta-
analysis of educational feedback research. Frontiers in Psychology, 10, 3389.
Certainly, here are some suggested introductory remarks you could include with your student
engagement questionnaire and interview guide:
6
OROMIA STATE UNIVERSITY
DEPARTMENT OF MANAGEMENT
Interview Guide for weekend program management students
Dear interviewee,
Thank you for agreeing to participate in this interview. As part of a research study,we
are interested in learning more about your experiences with the feedback you receive
from your teachers and how that shapes your engagement and learning in the
classroom.
The interview should take approximately 25-30 minutes. We will be asking you a
series of open-ended questions to better understand your perspectives on this topic.
Please feel free to provide detailed responses and examples to help us gain a deeper
understanding.
Your participation is completely voluntary and your responses will be kept
confidential. The information you share will be used to inform educational practices
and policies aimed at enhancing student engagement and achievement.
Do you have any questions before we begin? We appreciate you taking the time to
share your valuable insights.
Interview Questions on Teacher Feedback and Student Engagement
1. How would you describe the feedback you typically receive from your teachers?
2. In what ways does the feedback from your teachers impact your effort and
persistence in the classroom?
3. How does the feedback you receive from teachers influence your enjoyment and
enthusiasm for your coursework?
4. Can you share an example of how teacher feedback has motivated you to
participate more actively in class discussions and activities?
5. In what ways does the feedback from your teachers affect your overall commitment
and motivation to do well academically?
6. Think of a time when you received particularly helpful or meaningful feedback from
a teacher. How did that feedback make you feel about the quality of your work?
7. How do you think teachers could improve the feedback they provide to better
support your engagement and learning?
8. Is there anything else you'd like to share about how teacher feedback has
influenced your engagement and achievement in school?
