INTERNATIONAL JOURNAL OF LATEST TECHNOLOGY IN ENGINEERING,

MANAGEMENT & APPLIED SCIENCE (IJLTEMAS)

ISSN 2278-2540 | DOI: 10.51583/IJLTEMAS | Volume XIII, Issue VIII, August 2024

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Feedback in Linear Programming: Students’ Perceptions at AYO

Secondary School of Nkeyema District in the Western Part of

Zambia: A Hermeneutic Tactic

Chrispine Mulenga Mwambazi, Simeon Mbewe, Francise Simui

Institute of Distance Education, UNZA, Zambia

investigation. An interpretivist approach was used in an exploratory qualitative design. Eleven (11) secondary school pupils in

total and each student was questioned separately. With the participants' consent, all interviews were audio recorded using a digital

voice recorder and then verbatim transcriptions were made. After that, qualitative content analysis was used to analyse the data

thematically.

The study's main themes included how participants perceived the feedback they received in the classroom, the implication of

feedback and strategies for improving feedback in the classroom. Despite the difficulties with group feedback and the strong

emotions it evoked, students valued the input they received in linear programming. Pupils ought to be ready to receive the

feedback with greater openness.

Keywords: Education, linear programming, teaching, feedback

I. Introduction

García et al. (2020), education is therefore seen as essential to students' acquisition of abilities during their learning, where

competences are noted.

Students grow in capability, competence, and compassion as a result (Dasila et al. 2016). Students gain knowledge by applying

concepts, thinking back on their experiences, and receiving feedback. Feedback enables students to analyze the discrepancy

between their actual and predicted performance and devise strategies for improving it. More significantly, it promotes experiential

learning and reflective thinking by getting students to think back on their thoughts, emotions, and encounters (Hardavella et al.

2017). Even though it is well acknowledged that feedback is an essential part of education, teachers still find it difficult to give it

(Weinstein, 2015).

II. Background

Feedback helps learners identify and correct misunderstandings and mistakes. By receiving specific feedback on errors in

that supports the educational system. This suggests that one of the systems of support in place to help facilitate students'

proficient growth is feedback.

There are various types of feedback that are given to and received by students in linear programming. These include written, oral,

and informal feedback. Students also receive feedback that is directional, facilitative, and constructive.

INTERNATIONAL JOURNAL OF LATEST TECHNOLOGY IN ENGINEERING,

MANAGEMENT & APPLIED SCIENCE (IJLTEMAS)

ISSN 2278-2540 | DOI: 10.51583/IJLTEMAS | Volume XIII, Issue VIII, August 2024

www.ijltemas.in Page 117

The latter is typically administered during the midterm exams. When feedback informs a pupil about necessary changes, it's

considered directive. Comments or recommendations that encourage students to make their own revisions and changes are

helpful.

When feedback is given in a suitable interpersonal setting and is comprehensive, thorough, and well-planned, it is considered

constructive. In addition, the recipient must expect it to be based on first-hand information on students' performance rather than

generalizations. During revisions, teachers could encourage students to express their commitment, empathy, courtesy, civility

standard, irrelevant comments, claim Alfehaid et al. (2018). Effective use of feedback allows teachers to modify their lesson plans

and student assignments to better suit their needs (Mcfadzien, 2015).

Problem statement

In linear programming, learners frequently struggle to get sufficient feedback, which can impede their progress and

comprehension of the material. According to Gibbs & Simpson (2004), high student-to-teacher ratios or the teachers' limited

availability may prevent students from having individualized feedback from them.

Even though teachers should seldom do, and when they do, the students are not satisfied with what they receive. The main

grievance expressed was that they did not receive sufficient feedback. Similar to this, several students in the Nkeyema District felt

uneasy about the feedback they got in class, which prevented them from learning the necessary skills during their review. This

was brought to the attention of students at student, which provides forums for frequent student meetings to address concerns

Research design

This study employed an exploratory, qualitative research approach from an interpretivist standpoint. The primary phenomenon

under investigation was effectively explored and understood with exploratory qualitative approach (Creswell 2014). In order to

comprehend feedback through the interpretation that research participants ascribed to their academic achievement.

Data collection methods

In-depth one-on-one interviews were the method of data collection employed in this investigation. This was created by

conducting in-person, one-on-one interviews with participants to get their opinions on feedback in educational contexts (Creswell

2014b). A personal contact was made with some of the potential participants. The researcher provided the students with consent

form and participant information sheet in addition to explaining the goal of the study. A follow-up was done to see if the pupils

had agreed.

that was gathered was analysed using qualitative content analysis (Maree, 2016). Following the categorization of codes, themes

were produced by combining related categories. "Open coding" refers to the kind of coding that is employed during data

processing. The researchers used open coding to thoroughly analyze the data for trends and variations (Maree 2016). The study's

emerging themes were taken into consideration. After debriefing, the researcher came to a consensus over the emergent themes.

INTERNATIONAL JOURNAL OF LATEST TECHNOLOGY IN ENGINEERING,

MANAGEMENT & APPLIED SCIENCE (IJLTEMAS)

ISSN 2278-2540 | DOI: 10.51583/IJLTEMAS | Volume XIII, Issue VIII, August 2024

www.ijltemas.in Page 118

Theoretical Framework

The research utilized the techniques developed by Whitter more & associates. IDAS is a methodology for integrated data analysis

and synthesis that is mostly used in qualitative research when integrating qualitative data from multiple studies. It uses a variety

of methods and approaches to extract complex, in-depth data sets. The main prerequisites are integrity, criticality, authenticity,

and trustworthiness.

These characteristics are essential for every qualitative study. Credibility establishes constant observation and data gathering till

consideration was given to ethical concerns that affect all participants, including the researcher. Additionally, prior consent was

sought in writing and verbally. All of the participants were also given pseudonyms, and the researcher gave them the assurance

that the information collected would be handled with the utmost confidentiality and anonymity and would only be utilized for

academic research. Every item that was utilized in the data generation process was stored securely. All participants' identities

were concealed and this information was provided to them beforehand to protect their identity and confidentiality as well as those

of the study sites. Therefore, a contract was created with participants in this regard because the researcher's compliance with

confidentiality and respect is paramount (Winner & Dominick, 1994).

III. Findings and Discussions

Students understood feedback they got in learning environments, its ramifications, and ways to make it better. Students believed

The participants stated that getting feedback helps to enhance instruction and learning. Another way that feedback is viewed is as

a teaching tool.

Students’ perception on feedback

The significance of feedback lies in its direct influence on students' academic performance and learning. Generally, students value

Students valued feedback that was provided promptly, enabling them to make timely corrections and improvements (Orsmond &

enhance their performance" (Gibbs & Simpson, 2004).

Feedback should provide specific suggestions on how students can improve their work. Students appreciate feedback that guides

them on what steps to take next. Giving pupils constructive criticism makes learning easier and helps them develop more (Shute,

2008). Students are more likely to engage with feedback if they perceive it as fair and relevant to their learning goals. According

to Carless, (2006) students are more engaged with learning goals when feedback is fair and aligned. Students prefer formative

feedback over summative feedback, which only assesses their performance. Formative feedback is essential for guiding students

through their learning journey and fostering a growth mind-set.

While teacher feedback is highly valued, students also find peer feedback beneficial, as it provides diverse perspectives and

fosters collaborative learning. Peer feedback is an invaluable addition to teacher feedback since it fosters creative thinking and

provides additional viewpoints. Feedback can have a significant emotional impact on students. Constructive and supportive

INTERNATIONAL JOURNAL OF LATEST TECHNOLOGY IN ENGINEERING,

MANAGEMENT & APPLIED SCIENCE (IJLTEMAS)

ISSN 2278-2540 | DOI: 10.51583/IJLTEMAS | Volume XIII, Issue VIII, August 2024

www.ijltemas.in Page 119

Shute's (2008) claim that feedbacks need to be precise, unambiguous, and closely tied. Students benefit from knowing exactly

what has to be fixed and why. Students can pinpoint their areas of weakness or potential for improvement with the help of

feedback. The learning process begins with this identification since it makes clear what has to be fixed. Feedback that is effective

After errors are found, feedback offers direction on how to get better. This can be methods, tools, or actions and abilities.

Effective feedback points out mistakes but also makes helpful recommendations for advancement. This direction may come in the

feedback continuously aided performance improvement (Deeley et al. 2019). Feedback help students recognize their errors and

make the required corrections, resulting in a more productive and interesting learning environment.

Clear expectations, feedback enable students to connect their efforts with the learning objectives. Good feedback identifies the

areas in which students need to improve and recognizes their strengths. Acknowledging one's strengths might motivate students to

stick with productive habits. Students must identify their areas of weakness in order to focus their attention on when preparing for

exams (Shute, 2008).

Students evaluate if their information is accurate, up to the necessary levels of performance in their skills through the feedback

process. Education conforms to standards for several processes. As a result, these protocols operate as a manual for regular tasks

and ensure that procedures are followed when students are learning new material.

Student 8 mentioned that:

“My knowledge and abilities in the field of education are enhanced by feedback, particularly with regard to errors and providing

accurate answers in general. It assists you in correcting errors” (S 8, 11.06.2024).

An emphasis on effort and progress in feedback encourages a growth mind-set. A growth mind-set helps learners persevere

Students 3 stated that:

“Some teachers let you share your thoughts about the material you have studied. At times, they request your opinions, after which

Student 9 reflected:

reported that following processes in educational environments, they were given favorable feedback. Furthermore, the participants

reported that the teachers provide them with insightful, thorough, critical, and helpful feedback regarding how they perform was

taken to be encouraging comments.

INTERNATIONAL JOURNAL OF LATEST TECHNOLOGY IN ENGINEERING,

MANAGEMENT & APPLIED SCIENCE (IJLTEMAS)

ISSN 2278-2540 | DOI: 10.51583/IJLTEMAS | Volume XIII, Issue VIII, August 2024

www.ijltemas.in Page 120

1. Enhanced Learning and Performance

Receiving feedback is crucial to learning and enhancing performance. It gives people insight into their existing performance level

and offers guidance. Feedback should be clear, powerful influences on students' development, meaningful, purposeful, and

congruent with their prior knowledge.

received.

INTERNATIONAL JOURNAL OF LATEST TECHNOLOGY IN ENGINEERING,

MANAGEMENT & APPLIED SCIENCE (IJLTEMAS)

ISSN 2278-2540 | DOI: 10.51583/IJLTEMAS | Volume XIII, Issue VIII, August 2024

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According to Carless (2019), motivated, proactive students who have a strong desire to learn are usually the ones who show

feedback-seeking behaviors. Students only stated that they would receive feedback from their teachers, despite evidence

demonstrating that students in learning contexts receive input (Houghton, 2016). Since peer teaching, evaluation, and observation

the form and style of feedback provided in educational environments, and individual feedback providers also noted these

variations. The participants also thought that the dearth of uniformity was due to the absence of guidelines or standards to follow

when providing comments. It seems that feedback providers provided input without adhering to any set protocol on the

frequency, time, or procedures of providing feedback. Rather, the criticism was grounded in their own values.

A student 7 expressed that:

same mistakes on the test. Since everyone provides feedback in a different way, they provide us with guidelines to follow” (S7,

11.06.2024).

According to Mandane et al. (2015), feedback includes sharing information and receiving comments on that sharing. Feedback

was thought to have relational implications in educational situations since it is performance-based and entails communication

between the giver and the recipient. According to participant reports, self-evaluation and self-development are linked to feedback.

for learning, students must utilize it carefully. Nevertheless, the results demonstrated the important function that feedback plays