Objective Feedback: The Views of Pedagogical Study Programme Students


  • Ligita Stramkale Faculty of Education Sciences and Psychology, University of Latvia, Imantas 7. līnija, Riga, LV-1083, Latvia




objective feedback, pedagogical study programme students, educational process, teaching and learning outcomes, teacher personality traits, teacher professionalism


Aim. The study aims to determine the views of the pedagogical study programme students about providing objective feedback in the educational process to identify its main characteristics.

Methods. The study uses a mixed research design through the collection and analysis of quantitative and qualitative data within the framework of one study. The study included 82 (n=82) participants studying in part-time bachelor’s and master’s study programmes. The study addresses three research questions: RQ1: At what level do students assess the statements describing the provision of objective feedback? RQ2: What is the difference in students’ views about objective feedback based on the study programme level and their employment? RQ3: What are the main characteristics of objective feedback? SPSS version 22 was used for quantitative data analysis, but the qualitative data were processed using content analysis. 

Results. Most respondents agree that objective feedback is significant and motivates students to learn. The study identifies nine main characteristics of objective feedback that were divided into three groups: teacher personality traits, teaching and learning outcomes, and teacher professionalism. The study found that those students who, in parallel with their studies, work part-time in one of the general education institutions rate the competence of teachers in providing objective feedback statistically significantly higher than those students who work in a profession outside the education system or do not work at all. 

Conclusion. The findings provide a better understanding of the main characteristics of objective feedback, thereby reducing the subjectivity in assessment.


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Author Biography

  • Ligita Stramkale, Faculty of Education Sciences and Psychology, University of Latvia, Imantas 7. līnija, Riga, LV-1083, Latvia

    She is an assistant professor at the University of Latvia in the Faculty of Education Sciences and Psychology. Since 2015, she has been an expert in educational sciences at the Latvian Council of Science. Since 2010, she is an expert at the National Centre for Education of the Republic of Latvia. She got a doctoral degree in Educational Sciences (Dr.paed.) from the University of Latvia in 2004. She has been involved as an expert or participant in more than ten projects funded by the European Commission and  Sustainable Advanced Manufacturing (SAM). She was a lead expert in project “Innovative, research-based study program in the direction of Education and Pedagogy” at the University of Latvia. Since 2020, she has been one of the peer-reviewers of papers submitted for Proceedings of Scientific Papers in the International Scientific Conference of the University of Latvia Human, Technologies and Quality of Education. She has more than 70 publications in music education and higher education fields. Areas of expertise are music education in preschool and primary school, arts education, higher education, assessment and evaluation.


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How to Cite

Stramkale, L. (2024). Objective Feedback: The Views of Pedagogical Study Programme Students. Journal of Education Culture and Society, 15(1), 85-100. https://doi.org/10.15503/jecs2024.1.85.100