Abstract:
This paper reports on a study of written feedback on students’ motivation to learn. The value of feedback as a motivator was explored by asking students and lecturers to complete a questionnaire which was followed by documentary analysis and interviews with a view to improving existing practice.
The study showed that generally students have a positive perception of their written feedback with students in post qualifying courses being more positive in their perception of the feedback. The content of feedback also influenced whether students perceived them as motivators or demotivators. Students who had a positive feedback experience also increased their efforts to learn.
This study has implications for practice. Lecturers should become aware of what motivates students to learn and to capitalise on this strategy and give feedback that is perceived as constructive and to avoid writing negative comments, which is unhelpful to students.
The study showed that generally students have a positive perception of their written feedback with students in post qualifying courses being more positive in their perception of the feedback. The content of feedback also influenced whether students perceived them as motivators or demotivators. Students who had a positive feedback experience also increased their efforts to learn.
This study has implications for practice. Lecturers should become aware of what motivates students to learn and to capitalise on this strategy and give feedback that is perceived as constructive and to avoid writing negative comments, which is unhelpful to students.