ABSTRACT

Introduction: Writing or composing has been seen an issue to several of undergraduates students, composing has been the most difficult micro skill of all times. Feedback plays an essential part in composing process. Considering the issues in composing classes, the point of this study was to see at a planning procedure through which language learners can make self-confidence, be impelled, advance the quality of publication, secure communications through composing and taking after feedbacks.

Objective: To investigate the purpose of students’ attitude towards peer-feedback and facilitator feedback.

Materials and Methods:

Study design: Quantitative cross sectional 

Settings:  Azra Naheed Medical College

Duration: Six months i.e. 1st January 2021 to 30th June 2021

Methodology: This is quantitative cross sectional study conducted in the medical undergraduate’s students at Azra Naheed medical college Lahore. Total participants were 200 selected after taking the informed consent. Students have an idea of giving and receiving feedback. A validated questionnaire was circulated to elicit students thought about the effectiveness regarding feedback in academics. The data was entered an analyzed using SPSS version 23.

Results: Results revealed maximum students showed positive attitude. As collectively 3% students are strongly disagree, 14% are disagree, 17.5% are neutral, 38% are agree and 17.5% are strongly agree.

Conclusion: The main issue in this study was to explore participants state of mind towards peer and teacher-feedback.  This study showed that medical students showed positive attitude towards giving and receiving peer feedback. Most of the participants may consider that facilitators composed observations have fruitful technique to move forward the quality of their writing. Likely since they acknowledged that facilitators had more data.

Consequently, this study help the participants to think fundamentally rather than living in anxiety and it has been only due to the facilitator’s feedback.