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Perceptions and Practices of Corrective Feedback among Instructors of Mekelle University College of Health Sciences: Tigray-Ethiopia, 2023/24, a Qualitative Study

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Τίτλος: Perceptions and Practices of Corrective Feedback among Instructors of Mekelle University College of Health Sciences: Tigray-Ethiopia, 2023/24, a Qualitative Study
Γλώσσα: English
Συγγραφείς: Hewan Mengesha, Abera Haftu, Merhawi Brhane, Brhanemeskel Hailesilasie, Rediet Woldesenbet
Πηγή: Discover Education. 2026 5.
Διαθεσιμότητα: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Peer Reviewed: Y
Page Count: 12
Ημερομηνία έκδοσης: 2026
Τύπος εγγράφου: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Foreign Countries, Higher Education, College Faculty, Teacher Attitudes, Feedback (Response), Educational Practices, Health Sciences
Γεωγραφικοί όροι: Ethiopia
DOI: 10.1007/s44217-026-01298-z
ISSN: 2731-5525
Περίληψη: Background: Corrective feedback is information provided to individuals or groups regarding how their behavior, actions, style, or strategies are perceived by others. While existing research focuses mainly on language learners, studies exploring instructors' perspectives are limited. This study aims to explore instructors' perceptions and practices of providing corrective feedback at Mekelle University College of Health Sciences, Tigray-Ethiopia, during 2023/24. Methods: The study was conducted at Mekelle University College of Health Sciences in Northern Ethiopia using a phenomenological approach and purposive sampling. Participants were selected based on their teaching experience and academic rank. Data was collected through three focus group discussions (18 participants) and seven key informant interviews, guided by open-ended questions, continuing until saturation. Audio recordings and notes were transcribed verbatim and translated into English. Codebooks and definitions were created, coded using Atlas-ti8, and analyzed thematically. Results: Twenty-five instructors participated. The instructors believed that they have knowledge on corrective feedback and identified key qualities such as being timely, positive, and constructive. They provided immediate, oral feedback during classroom and practical sessions. However, there was a notable gap in delivering feedback following formative assessments like final exams. Conclusions: The study achieved its objective of exploring instructors' perceptions and practices of corrective feedback at Mekelle University College of Health Sciences. Instructors were found to provide feedback mainly during continuous assessments, demonstrating positive attitudes toward corrective feedback but limited consistency after summative evaluations. Strengthening monitoring mechanisms and providing targeted training are recommended to enhance the effectiveness and sustainability of feedback practices.
Abstractor: As Provided
Entry Date: 2026
Αριθμός Καταχώρησης: EJ1513944
Βάση Δεδομένων: ERIC
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  – Url: https://dx.doi.org/doi:10.1007/s44217-026-01298-z
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  Data: Background: Corrective feedback is information provided to individuals or groups regarding how their behavior, actions, style, or strategies are perceived by others. While existing research focuses mainly on language learners, studies exploring instructors' perspectives are limited. This study aims to explore instructors' perceptions and practices of providing corrective feedback at Mekelle University College of Health Sciences, Tigray-Ethiopia, during 2023/24. Methods: The study was conducted at Mekelle University College of Health Sciences in Northern Ethiopia using a phenomenological approach and purposive sampling. Participants were selected based on their teaching experience and academic rank. Data was collected through three focus group discussions (18 participants) and seven key informant interviews, guided by open-ended questions, continuing until saturation. Audio recordings and notes were transcribed verbatim and translated into English. Codebooks and definitions were created, coded using Atlas-ti8, and analyzed thematically. Results: Twenty-five instructors participated. The instructors believed that they have knowledge on corrective feedback and identified key qualities such as being timely, positive, and constructive. They provided immediate, oral feedback during classroom and practical sessions. However, there was a notable gap in delivering feedback following formative assessments like final exams. Conclusions: The study achieved its objective of exploring instructors' perceptions and practices of corrective feedback at Mekelle University College of Health Sciences. Instructors were found to provide feedback mainly during continuous assessments, demonstrating positive attitudes toward corrective feedback but limited consistency after summative evaluations. Strengthening monitoring mechanisms and providing targeted training are recommended to enhance the effectiveness and sustainability of feedback practices.
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