Academic Achievement According to Learner’s Feedback Literacy a Capstone Design Class of the Department of Dental Hygiene

This study aimed to analyze academic achievement according to learners' ability to use feedback using the validated Feedback Literacy Scale for Students (FLSS) targeting dental hygiene college students taking a capstone design course.This study was conducted on 32 third-year students who took the course "Clinical Dental Hygiene ," which was operated as a corporate-linked capstone design class at the Department of Dental Hygiene at S University, located in Asan-si, Chungcheongnam-do.Throughout the entire team-based class, the instructor provided feedback, feedforward, and feed-up, and the effect of learners' ability to use feedback on academic achievement was analyzed.As a result of the study, it was confirmed that the improved feed-up ability had a positive effect on academic achievement.In addition, as a result of analyzing the effect of learners' feedback attitude on academic achievement in subjects in which the capstone design was applied, it was confirmed that the improvement in cognitive expectation and behavioral-feedback-seeking attitudes had a positive effect on academic achievement.It was suggested that for effective communication between instructors and students, follow-up research is needed to verify the effectiveness of feedback utilization by considering the learner's personality type, subject characteristics, gender, grade, learner's motivation, university satisfaction, and the influence of team activities.