Abstract

Background: Constructive feedback has positively contributed to learning and development, especially for disengaged and underprivileged learners. The study examines whether the perceived impacts from constructive feedback are different between the male and female learners.

Objectives: The objective is to assess whether there is a significant difference in the perception between the male and female learners in their response to constructive feedback. Three circumstances are under study-general feeling towards constructive feedback, perceived impacts on belongingness and happiness, and perceived impacts on the frequency of physical, verbal, and psychological bullying.

Methods: There are 482 learners who participated in the surveys, 185 male and 297 female learners. Statistical analysis is applied to gain more insights into the surveys. A follow-up small session is organized to enhance the findings.

Results: It appears that the impacts from constructive feedback on the learners’ genders are apparently minimal within the context of three circumstances. Thus, the perception of the learners who are disengaged and underprivileged is relatively comparable.

Conclusions: The findings contribute to dealing with the disengaged learners in a workplace (and a school). Despite the insignificant difference based on the gender, other issues relating to design and delivery of constructive feedback should be further investigated.