Student Feedback And Course Evaluation A Multidimensional Assessment Of Course Quality And Student Satisfaction In Higher EducationA Private-Sector University In Karachi, Pakistan | spring 2025

Abstract

Student feedback is an important source of evidence for evaluating course quality and supporting continuous improvement in higher education. This study examines a multidimensional course-evaluation framework used by the Quality Enhancement Cell (QEC) of a private-sector university in Karachi, Pakistan. The analysis is organised around nine dimensions: course content and organization, student contribution, learning environment and teaching methods, learning resources, quality of delivery, assessment, instructor/teaching assistant evaluation, tutorial, and practical learning. The supplied administrative workbook contains 76 course-offering records associated with 26 instructors and 907 enrolment entries. Descriptive analysis of the 29 evaluation indicators was conducted using enrolment-weighted mean scores on a 0–100 scale. The overall weighted score was 83.41. Student contribution recorded the highest dimension score (84.65), followed by learning environment and teaching methods (83.87) and course content and organization (83.64). Tutorial (82.83) and assessment (82.92) were comparatively lower, although all dimensions remained above 82. The findings indicate generally favourable student evaluations while identifying areas for targeted academic review. The paper proposes using the results within a continuous quality improvement cycle, in which departments review feedback, identify priorities, implement appropriate responses, and monitor subsequent evaluations. Because the available data are aggregated at course-offering level, the study is descriptive and does not claim respondent-level statistical inference or causal effects.