Background and Objectives:
As part of an attempt to capture relevant and significant issues affecting SRites, Campus Perspectives undertook this survey in the month of June, 2019 to assess how academic standards of the college were actually perceived by the students themselves. Since no proper feedback mechanism is in place, this survey was meant to serve as an instrument to collect the views of the student community, in order to broadly identify the problem areas plaguing the levels of teaching and classroom learning. We wish to thank all those who took part in the survey for their important contribution to an increased understanding of these themes.
Survey Method:
The responses were collected by floating a Google Form among current and ex-SRites. We gathered a total of 150 responses, 53% of which were from Commerce students, and the remaining from Economics students. The year-wise share of student respondents is given below:
Limitations:
We did not have access to a comprehensive sampling frame, neither did we have the means to reach maximum people from our target population. There could have been sections that did not even receive the survey link. Therefore, it was not possible to make sure that the sample is representative. Thus, we are not claiming that these results can be generalized. So it is up to the reader to decide whether this report provides him/her with any reasonable basis even for making tentative judgements.
Survey Results:
We are quoting exact results of each question asked in the survey, for the benefit of all who may be interested in using the data.We have also provided a separate analysis of trends in the answers of Commerce and Economic students. The names of the participants, however, have not been disclosed. A general overview is given before the detailed results for those interested in only a brief summary of the information gathered.
Overview:
If we look at the suggestions given by the students, many of them were oriented towards creating an engaging atmosphere in the classroom. Students especially suggest teachers to maintain personal relations with students irrespective of their performance in the class. Special attention for average and below average students and remedial classes is also put forth as a request.
Even though students are gravely disappointed with intra-students interaction (most find either a lack of it, or feel it is only competitive and full of rivalry), there are not many suggestions to improve the situation. Some, however, put forward the idea of cultivating a more healthy, interactive space in the classroom itself, instead of depending on the college societies to do the same, as more equitable opportunities can be found in the class.
The main reason cited for missing classes, after ‘other commitments’, was the lack of a good enough teacher. However, under ‘other reasons’, most students wrote about society work only, making it obvious that balancing non-classroom commitments is an arduous task, and measures need to be put in place to help the students out.
A majority is disappointed in the teaching standards of the college vis-à-vis their expectations. While most think that teachers have a sufficient understanding of their subject, only half of that majority thinks that those teachers are then able to deliver their understanding successfully to the class. Most think that only some or very few teachers create an engaging atmosphere in class. Similarly, mostly only some or very few teachers are perceived to be enthusiastic about what they teach. Same figure stands for approachability of the teachers, and the notion of teachers actually caring about the overall development and well-being of the students.
With a large majority supporting the idea of a system of feedback, the most preferred method for the same was found to be periodic submissions of anonymous feedback forms. Some also suggested a system of class feedback with the help of the CRs.
The most recurring complaints found against internal marks were the quality of question paper (just a memory test), lack of uniform standards, unfair methods employed by the teachers during evaluation, and the demoralising effect it had overall on the students.
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