University of Oulu

Rassameethes, Bordin et al. ‘Constructive Feedback and the Perceived Impacts on Learning and Development by the Learners’ Genders’. 1 Jan. 2023 : 487 – 498.

Constructive feedback and the perceived impacts on learning and development by the learners’ genders

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Author: Rassameethes, Bordin1; Phusavat, Kongkiti2; Pastuszak, Zbigniew3;
Organizations: 1Department of Technology and Operations Management, Kasetsart University, Bangkok, Thailand
2Department of Industrial Engineering, Kasetsart University, Bangkok, Thailand
3Department of Information Systems and SCM, Institute of Management and Quality Sciences, Maria Curie-Sklodowska Univeristy, Lublin, Poland
4Department of Information Systems and Information Technology, Universitas Indonesia, Depok, Indonesia
5Department of Industrial Engineering and Management, Oulu University, Linnanmaa, Finland
Format: article
Version: accepted version
Access: open
Online Access: PDF Full Text (PDF, 0.6 MB)
Persistent link:
Language: English
Published: IOS Press, 2023
Publish Date: 2023-10-23


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.

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Series: Human systems management
ISSN: 0167-2533
ISSN-E: 1875-8703
ISSN-L: 0167-2533
Volume: 42
Issue: 5
Pages: 487 - 498
DOI: 10.3233/HSM-220172
Type of Publication: A1 Journal article – refereed
Field of Science: 512 Business and management
Copyright information: © 2023 IOS Press. The definitive and edited version of this article is published in Human Systems Management,