Abstract:

Listening to students early in the semester offers a structured mechanism for enhancing engagement and strengthening the undergraduate experience. This study investigates how systematically collected early feedback can inform responsive teaching practice in a second-year Business Analytics unit. During weeks four and five of semester, students completed an open-ended survey designed to capture reflections on their understanding of regression and analytics concepts, challenges encountered when using the statistical software R, moments of difficulty, instances when concepts “clicked,” and suggestions for improving teaching and assessment clarity.

A qualitative design was adopted using Framework Analysis to enable systematic, transparent, and comparative examination of responses. Data were analysed through stages of familiarization, development of a thematic framework, indexing, charting, and mapping for interpretation. Five core themes emerged: Conceptual Understanding, identifying areas of clarity and persistent confusion; Cognitive and Technical Challenges, including applying theoretical models and managing multi-step analytical tasks in R; Moments of Insight, capturing breakthrough learning often supported by visual explanation and peer discussion; Learning Environment and Pedagogical Supports, reflecting valued practices and recommended adjustments; and Assessment Clarity and Preparation, highlighting the importance of transparency and structured guidance. Cross-cutting dimensions included confidence development, cognitive engagement, and progression toward independent analytical thinking.

The structured analysis enabled direct translation of student feedback into targeted pedagogical adjustments, including enhanced scaffolding of worked examples, interactive coding demonstrations, explicit modeling of interpretation processes, and clearer assessment guidance. Students indicated that these refinements improved their engagement with complex regression concepts, strengthened confidence in interpreting statistical output, and supported more effective preparation for assessment.

The findings demonstrate that listening early, when embedded within a rigorous analytic framework, not only amplifies student voice but also provides an evidence-informed pathway for enhancing learning and engagement. By integrating systematic early feedback into course design, educators can create responsive, inclusive, and methodologically grounded approaches that meaningfully enhance the undergraduate experience in second-year quantitative education.

Keywords:

Early Student Feedback, Student Engagement, Framework Analysis.