Swami Sahajanand Snatkottar Mahavidyalaya, Ghazipur
During 2015 written feedback was again sought from students in the regular course program. Twenty- three courses participated, with 112 students providing feedback which represents 82% of the average student attendance in those courses.
Students overwhelmingly rated their particular teachers as very punctual (93%), completes syllabus (93%), and strongly endorsed the tutor's providing a supportive and friendly atmosphere (95%). They highly rated (93%) sessions as well-organised and of high quality content, demonstrating the professionalism of tutors. There was less agreement about the course length, with a third indicating a preference for a longer course to further explore the topic or consolidate the skills involved. However 64% thought that the course length was "Just right".
At a personal level, students benefited significantly from their participation in the course. The vast majority of students (80%) nominated the knowledge gained in the subject area as the most important outcome. Classroom discussions and structured lecture was also noted by just over half (58%) as a significant benefit. In acknowledging some limitation to the survey process, we recommend that an electronic survey be implemented in forthcoming years which would enable greater comment by students, the inclusion of students who have dropped out, and more efficient data entry, analysis and feedback to individual tutors.
Providing a high quality, diverse and stimulating education program for students is central to our feedback system.
Participation in the feedback process is on a voluntary basis for students, with the focus once again on new and revised courses. This report documents the perceptions and comments by some 112 students attending those participating courses.
Feedback forms were given to relevant tutors towards the course end, with a request to distribute/collect the feedback forms at the last class. Questions asked about students' enjoyment and benefits of attendance; their perceptions about how the course was run; any suggested changes and general comments on our program.
Feedback was provided on 23 courses, 04 of which were new courses. A total of 98 forms were returned, representing 54% of around 4 thousand students enrolled overall in the 23 courses.
The reported Feedback is overwhelmingly positive regarding the delivery and personal outcomes of the courses attended. Students strongly expressed their enjoyment of the courses and found them stimulating, well organised and of high quality. A friendly supportive atmosphere is central to fostering engagement and learning for senior students, so it is pleasing that almost all strongly agreed that this was provided and their participation was encouraged.
Clearly students gained much from attending their particular course, the knowledge gained being the most important outcome for the vast majority (80%), complemented by skills acquired in specific courses. A reignited interest in their chosen topic and the motivation/inspiration to delve further are benefits that transcended the classroom, with over half the participants (58%) circling this outcome.
Many students commended the tutors on their excellence and commitment of volunteer time to the program, desiring no changes whatever to the course.
The Feedback survey is not however without some limitations. Although a relatively large percentage of students completed feedback forms during 2016, many either did not turn the page or failed to provide qualitative feedback.
These instances suggest that for 2016 it may be useful to distribute the survey directly to students towards the end of the course, enabling them to provide feedback in a less rushed context and give comment directly back to the Coordination team, who would provide each tutor with a course summary soon after its completion. Where students have email, this could be done electronically which would also reduce the amount of printed forms, aid preparation of course summaries and data analysis.
The proposed introduction of electronic student feedback would provide the potential to include those students who have dropped out along the way. This would collect currently missing information about their perspective on the course and more specific reasons for their withdrawing.