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The study aims at identifying the role of students’ feedback as an evaluation tool for teaching performance. In order to make informed decisions and enhance instructional practices, educators and educational institutions must prioritize the collection of feedback on teaching effectiveness (Hattie, 2009; Marzano, 2017). The study utilized a mixed-approaches strategy, integrating qualitative and quantitative methods, to investigate the research methodology for getting feedback on teaching from Pakistani students. Constant data from structured survey questionnaires and variegated focus group discussions are used in this research to capture students’ sentiments on teaching effectiveness. Some of the most important aspects are the clarity of the instructions, motivational level, openness and the degrees of informational and organizational learning environment. Inasmuch as the study is learner centred, their perceptions are used to determine the similarities and differences in feedback to allow for an understanding of how students evaluate the effectiveness of a teacher. It included is intended to educate educators and institutions on how to properly implement aspects outlined by the students with regard to instructional methods and educational outcomes. This research can benefit the wider community particularly in the context of educational quality assurance and improvement of teaching practice.
Ajmal et al. (Mon,) studied this question.