This study examines the impact of an innovative pedagogical approach involving segmentation and continuous feedback in the completion of Master’s Theses (TFM) within a postgraduate program. Traditional challenges in the TFM process, such as low submission rates, missed deadlines, and minimal student engagement, underscored the need for a more structured framework to support student progression and improve thesis quality. To address these issues, a segmented approach was implemented, dividing the TFM into five monthly partial submissions, each followed by detailed tutor feedback. This method aimed to enhance time management, provide regular academic support, and increase student engagement by breaking down the TFM into manageable stages.

The results collected from student and faculty surveys and campus virtual data reveal that both groups perceived significant benefits from this approach. A majority of students reported improved organization, enhanced time management, and greater confidence in their thesis work due to the regular guidance and feedback. Faculty, in turn, noted that the segmented structure allowed for more effective monitoring of student progress and provided opportunities to address issues early in the thesis development process. However, the data also highlighted discrepancies in expectations and experiences. While faculty perceived that students adhered to deadlines, campus virtual data indicated a gradual decline in submission rates from the first to the fifth task, pointing to challenges in maintaining consistent engagement across all segments.

Moreover, students expressed the need for more frequent feedback and a greater alignment in assessment criteria among tutors. Faculty responses echoed the importance of standardized tutoring guidelines but raised concerns about increased workloads due to frequent reviews. This discrepancy suggests a need for streamlined feedback processes and potential adjustments to ease faculty workload while maintaining effective guidance for students.

Further analysis of campus virtual data underscored the impact of this segmented approach, showing that although 83% of students completed their TFM, only 57% did so within the initial submission timeline, reflecting a need for flexible deadline adjustments. Recommendations include implementing standard criteria across tutoring practices, allocating additional resources during peak feedback periods, and offering students time management resources to support consistent engagement. Future improvements might explore adaptive timelines, which could provide leeway for students who struggle with the regimented submission schedule.

In conclusion, the segmented TFM approach, combined with continuous feedback, has proven effective in enhancing the quality and completion rate of student theses. This study suggests that this methodology can support academic success by fostering better organization and accountability while promoting iterative learning. Adjustments to feedback frequency, standardized tutor guidelines, and flexible deadlines may further optimize this approach, balancing support for students with sustainable workloads for faculty. This innovative method could serve as a model for postgraduate programs aiming to increase thesis completion rates and improve academic performance.

Keywords: Master’s Thesis, segmented submissions, continuous feedback, time management, academic quality.