Using of undergraduate student’s feedback, learning process and growth mindset to improve the teaching and learning at university

Main Article Content

Jalberth Fernandes de Araujo
Izadora Soares Cardoso
Ariadne Caroline Silva Guedes
Ianca Rocha Ferreira
Helvio Rubens Reis de Albuquerque


Several researches indicate that undergraduate students are unsatisfied with their learning experience at university. One of the reasons is the non-effective communication between teachers and students. The non-effective communication may cause problems in teaching and learning, which are fundamental and professional skills that teachers and students must continually develop. Problems in teaching and learning impact directly the learning experience at university of the students, and improve the communication between teachers and students can solve the problems. The communication and, consequently, the teaching and learning, can be improved using the undergraduate student’s feedback. In this paper, a methodology to improve the teaching and learning is presented. The methodology is based on the use of undergraduate student’s feedback, and it was utilized in an electrical engineering classroom during one year. Based on the results, teaching, learning, communication, motivation, engagement and satisfaction of the teacher and students have improved correlating the methodology with the learning process and growth mindset.


Download data is not yet available.

Article Details

How to Cite
de Araujo, J., Cardoso, I., Guedes, A., Ferreira, I., & de Albuquerque, H. (2018). Using of undergraduate student’s feedback, learning process and growth mindset to improve the teaching and learning at university. International Journal for Innovation Education and Research, 6(1), 111-118. Retrieved from


Baumeister, R. F., and Leary, M. R., “The need to belong: Desire for interpersonal attachments as a fundamental human motivation”, Psychological Bulletin, 117, pp. 497–529, 1995.
Brinkworth, R., McCann, B., Matthews, C., and Nordstro¨m, K., “First year expectations and experiences: Student and teacher perspectives”, Higher Education, 58, pp. 157–173, 2009.
Calvo, R. A., Markauskaite, L., and Trigwell, K., “Factors affecting students’ experiences and satisfaction about teaching quality in engineering”, Australasian Journal of Engineering, 16, pp. 325–338, 2010.
Carey, B., How we learn: the surprising truth about when, where, and why it happens, Elsevier, 2015.
Couture, R., “Impactful Academic Advising: What Students Recall Years Later”, International Journal for Innovation Education Research, vol. 4, pp. 100-106, 2016.
Denzine, G. M., and Pulos, S., “College students’ perceptions of faculty approachability”, Educational Research Quarterly, 24, pp. 56–66, 2000.
Devlin, M., and O’Shea, H., “Effective university teaching: Views of Australian university students from low socio-economic status background”, Teaching in Higher Education, 17, pp. 385–397, 2012.
Dweck, C. S., Mindset: the new psychology of success, 1st ed, Objetiva, 2017.
Gerda Hagenauer and Simone E. Volet., “Teacher–student relationship at university: an important yet under-researched field”, Oxford Review of Education, 40:3, pp. 370-388, 2014.
Halawah, I., “The impact of student-faculty informal interpersonal relationships on intellectual and personal development”. College Student Journal, 40, pp. 670–678, 2006.
Khan, S., The One World Schoolhouse: Education Reimagined. Intrínseca, 2012.
Komarraju, M., Musulkin, S., and Bhattacharya, G., “Role of student-faculty interactions in developing college students’ academic self-concept, motivation, and achievement”, Journal of College Student Development, 51, pp. 332–342, 2010.
Gibney, A., Moore, N., Murphy, F., and O’Sullivan, S., “The first semester of university life: ‘Will I be able to manage it all?’”, Higher Education, 62, pp. 351–366, 2011.
Lamport, M. A., “Student-faculty informal interaction and the effect on college student outcomes: a review of the literature”, Adolescence, 28, pp. 971-990, 1993.
Lundberg, C. A., and Schreiner, L. A., “Quality and frequency of faculty-student interaction as predictors of learning: An analysis of student race/ethnicity”, Journal of College Student Development, 45, pp. 549–565, 2004.
Palmer, M., O’Cane, P., and Owens, M., “Betwixt spaces: Student accounts of turning point experiences in the first-year transition”, Studies in Higher Education, 34, pp. 37–54, 2009.
Ramsay, S., Jones, E., and Barker, M., “Relationships between adjustment and support types: Young and mature aged local and international first year university students”, Higher Education, 54, pp. 247–265., 2007.
Rugutt, J., and Chemosit, C. C., “What motivates students to learn? Contribution of student-to-student relations, student-faculty interaction and critical thinking skills”, Educational Research Quarterly, 32, pp. 16–28, 2009.
Stephen, D. E., O’Connell, P., and Hall, M., “‘Going the extra mile’, ‘fire-fighting’, or laissez-faire? Re-evaluating personal tutoring relationships within mass higher education”, Teaching in Higher Education, 13, pp. 449–460, 2008.
Strauss, L. C., and Volkwein, J. F., “Predictors of student commitment at two-year and four-year institutions”, The Journal of Higher Education, 75, pp. 203–227, 2004.
Trigwell, K., “Teaching-research relations, cross-disciplinary collegiality and student learning”, Higher Education, 49, pp. 235–254, 2005.
Zepke, N., and Leach, L., “Beyond hard outcomes: ‘Soft’ outcomes and engagement as student success”, Teaching in Higher Education, 15, pp. 661–673, 2010.