Data-Driven Teaching: Using Course Feedback to Inform and Improve IT Instruction

This study explores the role of student course feedback in enhancing pedagogical practices within Information Technology (IT) education. Recognizing the importance of adapting to evolving student needs, the research focuses on the Bachelor of Science in Information Technology (BSIT) program at Lyceum of the Philippines University – Batangas. Using a quantitative descriptive research design, feedback was gathered from 108 students across multiple semesters through a standardized online questionnaire. The data was analyzed using descriptive statistics and Pearson correlation to determine relationships between feedback and academic performance. Findings reveal that student satisfaction is shaped by several key factors: course relevance, organization, teaching quality, assessment methods, learning environment, and counseling services. The study also establishes a positive, albeit weak, correlation between student feedback and final grades, suggesting that while feedback reflects perceptions of course effectiveness, other factors may also influence academic outcomes. The results emphasize the value of data-driven teaching and advocate for a proactive approach to curriculum enhancement. Recommendations include regular updates to course content, the use of diverse teaching methods, improved student-instructor communication, timely feedback, and the integration of technology in instruction. Ultimately, this research supports the use of student feedback as a critical tool for continuous improvement in IT education, benefiting both learners and educators.