Date of Completion

2021

Document Type

Thesis

Degree Name

Bachelor of Science in Occupational Therapy

Keywords

Online learners, Premedical courses

Abstract

The purpose of this study was to know the instructional feedback orientation (IFO) of online learners in premedical courses. Using a cross-sectional descriptive design and purposive sampling, the researchers were able to gather 306 students from nine out of 10 premedical courses of DLSMHSI. The study explored the four IFO dimensions (i.e., feedback utility, feedback confidentiality, feedback sensitivity, and feedback retention) using the adapted Instructional Feedback Orientation Scale (IFOS) developed by King et al. (2009), which was disseminated through an online survey questionnaire. Descriptive statistics and Kruskal-Wallis test with post-hoc analysis using Dunn’s test were used to answer the objectives of the study. Results showed that majority of the students have high level of perception regarding feedback utility as they found instructional feedback during online learning as valuable and useful in improving academic performance. They also have high level of perception regarding feedback confidentiality as preferred receiving feedback in private and were not comfortable for others to hear the feedback they are receiving. Most of the students had low level of perception regarding feedback sensitivity, however, a substantial number of students still perceived corrective feedback to be intimidating, threatening, and embarrassing.

Furthermore, majority of the students has high level of perception regarding feedback retention as they reported that they take note, remember, and do not miss out on the details of the instructional feedback provided during online learning. The p-value of feedback utility and feedback confidentiality were 0.04 and 0.03, respectively, showing that there is a significant difference in these dimensions among the online learners from different premedical courses. The findings of this study showed that students have different IFO and that instructors should consider this when providing feedback to maximize its effectivity.

First Advisor

Rebecca Angela B. de Guzman

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