Student feedback, improving instruction, and increasing student learning at Prince of Songkla University

Abstract

Scope and Method of Study: This case study examined the usefulness of the One-Minute Paper, a classroom assessment strategy, for promoting student learning. Also, the study attempted to determine students' and instructors' perceptions of the effectiveness of the OMP in facilitating teacher assessments of student progress and developing effective instructional modifications. The primary questions were: 1) How does the OMP promote student learning? 2) What are the effects of using the OMPs on students and instructors? and, 3) What are students' and instructors' perceptions of the usefulness of the OMP? The methodology involved qualitative data collection from documents, classroom observations, and interviews. Five instructors and 240 students participated in the study. Interviews involved 17 participants: five instructors and 12 students.

Findings and Conclusions: This study showed that the OMP could help improve student learning. The instructors and students perceived the OMP helped promote student learning as well as develop instructional modification. Metacognitive theory provided a framework to explain if the theory helped to reveal something about the relationship between the OMP and student learning improvement and in developing strategies for instructors to adapt their classroom behaviors or instruction. Among key findings, students and instructors reported that the OMP helped improve students' learning. And, instructors improved their teaching practices through the use of the OMP. Several themes emerged: student learning improved, instructors added or changed instructional activities, and student and instructor comfort level with the OMP increased during the semester. These themes were examined through the lens of metacognitive theory. And, recommendations for reform and further research were presented.