Table 4.
Continuous assessment feedback.
| Gender | Strongly agree | Agree | Disagree | Strongly disagree | Fisher Exact Test | Pearson Chi-Square Test | |
|---|---|---|---|---|---|---|---|
| p-value | p-value | ||||||
| My lecturers take a long time in marking assignments | Male | 0 | 17 | 12 | 0 | 0.835 | 0.835 |
| Female | 0 | 65 | 54 | 0 | |||
| My lecturers provide prompt (quick) feedback on assignments | Male | 0 | 20 | 9 | 0 | 0.828 | 0.828 |
| Female | 0 | 78 | 41 | 0 | |||
| My lecturers provide prompt (quick) feedback on written tests | Male | 0 | 20 | 4 | 5 | 0.032* | 0.049** |
| Female | 16 | 62 | 30 | 11 | |||
| My lecturers provide helpful feedback on assignments | Male | 0 | 20 | 2 | 7 | 0.336 | 0.270 |
| Female | 0 | 62 | 16 | 41 | |||
| My lecturers provide helpful feedback after the tests | Male | 0 | 16 | 13 | 0 | 0.209 | 0.209 |
| Female | 0 | 48 | 71 | 0 | |||
| Second opportunity tests gives unfair advantage to students who wrote the first test | Male | 7 | 0 | 18 | 4 | 0.135 | 0.116 |
| Female | 43 | 0 | 48 | 28 |
*
Male and female students significantly differ in their views and perceptions agreement related to continuous assessment feedback (p < 0.05) by the Fisher Exact Test.
**
At the level of significance of 0.05 there is a significant association or correlation between gender and the students perceptions or views agreements/disagreements about the continuous assessment feedback by Chi-Square Test (p < 0.05).