The Role of Feedback Quality and Student-Supervisor Relationships in Developing Thesis Writing Skills among Undergraduates in Pakistan

Abstract

This study aims to explore the effect of supervisory feedback on the improvement of thesis writing skill of undergraduate students at the universities in Pakistan with special focus on the quality of supervisory feedback and relationship between thesis writer and supervisor. Even at the undergraduate level, writing a thesis is difficult due to an insufficiency of resources, delayed response and communication issues. Supervising guidance is crucial to improve academic writing, critical thinking, and academic research. A sequential explanatory mixed method design was utilized. The quantitative data was obtained from 100 students from the undergraduate program using structured questionnaires. Qualitative interviews were also held to gain more insight into experiences with supervisory feedback. Thematic analysis and SPSS Version 27 were used to analyze the data. Results showed that constructive and timely feedback enhanced student's thesis structure, grammar, content quality, and confidence. Supervisory- employee relationships fostered greater motivation, and distancing fostered less motivation and uncertainty. Some moderate challenges remained throughout feedback practices. It proposes structured supervisor training, systems of individual feedback and digital communication systems. Future research is required in post-graduate and cross- cultural scenarios in the academic arena