Students Perceptions of Feedback in the Calculus I Course for Civil Engineering at the Universidad Católica de Temuco

Abstract

The objective of this article was to analyze the perception of first-year students of Civil Engineering at the Catholic University of Temuco, on the characteristics, incidence and modalities of feedback in their learning process in the Calculus I course and its eventual considerations for academic success. To this end, a qualitative descriptive study was developed that included surveys validated by 11 teachers applied to 103 students and 3 focus groups, to identify the effectiveness, usefulness and areas of improvement in the feedback provided by teachers. The results show an association between the perceived quality of feedback and academic performance according to the grouping of success and failure in the course, highlighting the need to implement specific improvements in feedback to optimize the teaching-learning process, as well as considerations contextual aspects derived from secondary education.