Feedback-induced Improvement in the Learning of Anatomy and Physiology-specific Terminology among Tenth Grade High School Students

Authors

  • Pelden Nima Wangbama Central School, Ministry of Education and Skills Development
  • Tshering Dorji Shari Higher Secondary School, Ministry of Education and Skills Development
  • Pema Khandu Department of Biology, Aquatic Resources and Integrative Biology, Texas State University, United States.
  • Tobgay Department of Curriculum and Professional Development, Ministry of Education and Skills Development, Bhutan.

DOI:

https://doi.org/10.17102/bjrd.rub.12.1.0066

Keywords:

Feedback, teaching and learning, anatomy and physiology-specific terminologies, instructive feedback, written feedback.

Abstract

Feedback is perceived as one of the influential educational factors and drivers of students learning. Hence, the present study examined the effect of administering feedback on improving the acquisition of anatomy and physiology-specific terminologies among tenth grade high school students. Participants were randomly divided into three groups: a control group (n = 29), instructive feedback (IF) group (n = 29) and written feedback (WF) group (n = 29). A post-test was administered to determine if feedback had significant effect on the two treatment groups. A Kruskal-Wallis test showed significant differences among all the groups. Therefore, to compare the mean difference between the groups, a post hoc analysis, Dunn’s test, was performed. The result indicated significant difference between control versus (vs) IF, control vs WF and IF vs WF, respectively. Similarly, the results of feedback administration on specific anatomy and physiology-specific chapters showed that groups subjected to feedback intervention was statistically significant compared to control group. While there was no significant effect of feedback on gender in IF group, we found that written feedback had significant effect on gender in WF group. Taken together, the present results suggest that administering feedback significantly enhanced learning of anatomy and physiology-specific terminologies. Accordingly, we recommend teachers to provide written feedback as it allows learners ample time for review and maximize its impact.

Author Biographies

Pelden Nima, Wangbama Central School, Ministry of Education and Skills Development

Pelden Nima is currently working as a teacher at Wangbama Central School, Thimphu Dzongkhag. He obtained his bachelor’s degree in Biotechnology from Bangalore University, India and Postgradutate Diploma in Education (PgDE) from Samtse College of Education (Biology), Royal University of Bhutan. In his masters at Nagoya University, Japan, he studied neuroendocrinology and pursued neural basis of puberty as his research. He is a MEXT fellow. His research interests include how nutritional factors affect pubertal onset in mammals, ovulation and reproduction in mammals. Besides, he is also keenly interested in exploring how learning triggers neural changes in the brain.

Tshering Dorji , Shari Higher Secondary School, Ministry of Education and Skills Development

Tshering Dorji is currently working as a teacher at Shari Higher Secondary School, Paro Dzongkhag. He obtained his bachelor’s degree in Physical Science (Physics and Chemistry) from Sherubtse College, Kanglung, and Postgraduate Diploma in Education from Samtse College of Education (Physics), Samtse. Additionally, he pursued MEXT Teacher Training Program at Kagawa University, Japan. He is a MEXT fellow. His research interests include curriculum and instructional studies, assessment and intervention in science education, and technology in education.

Pema Khandu , Department of Biology, Aquatic Resources and Integrative Biology, Texas State University, United States.

Pema Khandu was a teacher and a wildlife biologist specializing in avian ecology and conservation prior to his current pursuit of a Ph.D. in Aquatic Resources and Integrative Biology at Texas State University, USA. He has been following the rare White-bellied Herons and Rufous-necked Hornbills in Bhutan besides other avian species which is very close to his heart. He also inspires the younger generation with his expertise in birding expeditions and seminars to meaningfully engage in science-based conservation programs. He graduated with MS in Wildlife Biology from Prince of Songkla University, Hat Yai, Thailand, a PgDE in Biology from Samtse College of Education, and a BS in Life Sciences from Sherubtse College.

Tobgay, Department of Curriculum and Professional Development, Ministry of Education and Skills Development, Bhutan.

Tobgay is a curriculum developer at the Department of Curriculum and Professional Development, Ministry of Education and Skills Development, Bhutan. He worked as a Biology teacher from 2009 till 2021. This research work- the outcome of research collaboration with his colleagues-the authors of the paper, stemmed from an attempt to make learning scientific terminologies by the students simple and easy. He had also taken part in various seminars, workshops, curriculum writing, and publications of papers. He graduated with MS in Ecology from Prince of Songkla University, Hat Yai, Thailand, and Bachelors of Education (Bio/Chem) from Samtse College of Education.

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Published

11-06-2023

How to Cite

Nima, P. ., Dorji , T., Khandu , P. ., & Tobgay. (2023). Feedback-induced Improvement in the Learning of Anatomy and Physiology-specific Terminology among Tenth Grade High School Students. Bhutan Journal of Research and Development, 12(1), 63–81. https://doi.org/10.17102/bjrd.rub.12.1.0066

Issue

Vol. 12 No. 1 (2023): Bhutan Journal of Research and Development(BJRD) Spring Issue

Section

Articles

License

Copyright (c) 2023 Pelden Nima, Tshering Dorji , Pema Khandu

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This work is licensed under a Creative Commons Attribution 4.0 International License.

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