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<p>The research evaluates the impacts of constructive feedback from an external source on the learning environment, and whether the learning environment further influences students’ feelings in urban schools. The ongoing pilot study began in 2016 between two Bangkok Metropolitan Administration (BMA) schools and a foreign business community (FBC) as an external feedback provider. Poor learning environment affects students’ learning interests and subsequently their learning behavior. This circumstance has led to the concern about their employability, which nowadays requires learning skill. Most upper secondary students from BMA schools cannot afford to continue their education after completing high school. The survey was completed in late 2023 by 171 current and former upper secondary students who had interacted with FBC for at least two years. Constructive feedback by FBC contributes significantly to a positive learning environment. The positive learning environment also influences students’ feelings at school. Finally, this study highlights the importance of external constructive feedback and gains comprehensive insights into feedback design and delivery in the context of urban education.</p>

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Impacts of External Constructive Feedback on the Learning Environment: A Longitudinal Study at Urban Schools in Bangkok, Thailand

  • 期刊论文

  • 出版模式：

    开放获取

  • 发表日期：

    2025年2月15日

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  • Kongkiti Phusavat,
  • Rapee Kanchana,
  • Adhi Kusumastuti,
  • Dusan Lesjak,
  • Jukka Majava

摘要

The research evaluates the impacts of constructive feedback from an external source on the learning environment, and whether the learning environment further influences students’ feelings in urban schools. The ongoing pilot study began in 2016 between two Bangkok Metropolitan Administration (BMA) schools and a foreign business community (FBC) as an external feedback provider. Poor learning environment affects students’ learning interests and subsequently their learning behavior. This circumstance has led to the concern about their employability, which nowadays requires learning skill. Most upper secondary students from BMA schools cannot afford to continue their education after completing high school. The survey was completed in late 2023 by 171 current and former upper secondary students who had interacted with FBC for at least two years. Constructive feedback by FBC contributes significantly to a positive learning environment. The positive learning environment also influences students’ feelings at school. Finally, this study highlights the importance of external constructive feedback and gains comprehensive insights into feedback design and delivery in the context of urban education.