Examining Student Feedback Preferences in Inclusive Classroom Environments: A Comparative Aanlysis

Abstract

This research delves into the feedback preferences of students in inclusive classroom settings, focusing on Grades VI to VIII students in Kendriya Vidyalaya Schools in Chennai. Researchers collected data from 576 participants using a self-response questionnaire. The results showed a variety of preferences among students. Further analysis reveals that both male and female students share similar feedback preferences across all dimensions (audience, mode and amount). No statistically significant differences emerge, suggesting that gender minimally influences feedback preferences in inclusive classrooms. Likewise, comparisons between non-CWSN and CWSN students demonstrated remarkably similar feedback preferences, indicating that the presence of special needs does not significantly affect their preferences. Considering the student category as the baseline, no significant disparities were identified between the non-CWSN and CWSN students in their feedback preferences. This study imparts valuable insights, emphasising the need for educators to adopt a balanced approach to feedback delivery, incorporating both oral and written feedback, alongside detailed error correction guidance