A Study on Teaching Practices and Students' Perceptions of Fairness and Equity in the Learning Process

This report presents a condensed but fully narrative analysis of teaching practices and students’ perceptions of fairness and equity in the learning process using two Excel-based survey datasets. The first dataset contains responses from 200 students on fairness in teaching and assessment, while the second contains responses from 100 teachers on inclusive and fair teaching practices. The study addresses four linked objectives: identifying the classroom practices that promote fairness and equality, examining the challenges teachers face while trying to ensure equity, exploring students’ learning experiences under fair and equitable teaching conditions, and understanding students’ broader views about fairness and equity in teaching. The analytical approach is descriptive and uses Excel-generated frequency distributions, positive and negative percentages, weighted mean scores, standard deviation, median, mode, and ranking. The findings show that fairness and equity are visible but inconsistent. Teachers report relative strength in real-life explanation, assessment alignment and participation encouragement, while their main difficulties are constructive feedback, post-assessment clarification and contextualisation for diverse learners. Students most clearly recognise support during learning difficulties and assessment transparency, but they remain concerned about concept clarity, equal participation, emotional support, assessment validity, disciplinary fairness and the overall consistency of institutional fairness. Because the overall means for both surveys remain close to the neutral point, the report concludes that inclusive and equitable teaching is emerging rather than firmly institutionalised and recommends stronger feedback systems, more consistent pedagogy, clearer teaching-assessment alignment and a more transparent fairness culture.