Students’ perceptions of teaching quality in higher education: the perspective of currently enrolled students (original) (raw)
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The purpose of this study was to examine undergraduate students' perceptions of teaching quality. The first aim is to adapt the "Course Experience Questionnaire (SCEQ)" scale developed by Ginns, Prosser and Barrie (2007). The second aim is to compare undergraduate students' studying at five faculties of Adiyaman university as well as students from faculties of education at five different universities. A scanning method was used in the study. Translation validity was used through back translation method. Exploratory factor analysis and confirmatory factor analysis were used for reliability and validity of the scale. The Cronbach's alfa was determined as 0.83. The scale, adapted to the Turkish context through SPSS and Lisrel. The scale was conducted on 1415 undergradute students studying at five different universities. Students' perceptions did not differ with regards to teaching quality at faculties of education at universities whether be a newly founded one...
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Students’ Evaluation of Teaching : An Empirical Study
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The purpose of this study is to examine students' evaluation of teaching. To date not many studies are carried out to identify students evaluation and establish the overall quality of lectures and teaching skills of the instructor, the quality of the examinations and lecturer's perceived knowledge of the subject, the student's expected grade and the enrolment on the course. Linking research with teaching and student evaluation is attracting significant attention both to policy makers and academics. This study was used as a survey questionnaire and random sampling method to collect responses. Collected data were analysed by using descriptive statistics, correlation analysis to determine the relationship between variables through stepwise multiple regression analysis used to test the hypothesis. The study has revealed that student evaluations of teaching in higher education need to be treated with extreme caution.
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Educational Technology Research and Development, 2009
Numerous instructional design models have been proposed over the past several decades. Instead of focusing on the design process (means), this study investigated how learners perceived the quality of instruction they experienced (ends). An electronic survey instrument containing nine a priori scales was developed. Students responded from 89 different undergraduate and graduate courses at multiple institutions (n = 140). Data analysis indicated strong correlations between student self-reports on academic learning time, how much they learned, First Principles of Instruction, their satisfaction with the course, perceptions of their mastery of course objectives, and global course ratings. Most importantly, these scales measure principles with which instructional developers and teachers can evaluate their products and courses, regardless of design processes used: provide authentic tasks for students to do; activate prior learning; demonstrate what is to be learned; provide repeated opportunities for students to successfully complete authentic tasks with coaching and feedback; and help students integrate what they have learned into their personal lives.
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There is debate over the functional basis of student evaluations of academics, and fresh potential for looking at the data in new ways. Student evaluation data was collated over a three year period (Semester 2 2015 to Semester 1 2018). We used a General Linear Model to estimate the variation in course scores explained by a number of coordinator and course attributes. Three significant factors collectively explain 49% of the School's variation in course scores-individual coordinator, student evaluation response rate, and mode of delivery. Next, we used hierarchical clustering to explore the inter-relationships among the eight course and teaching evaluation questions. Learning appears to be related to stimulation, whereas overall satisfaction appears to be related to quality of learning materials and course structure (i.e. aspects of course organisation). Student evaluation response rate is positively correlated to all eight course questions, but most positively to a question relating to receiving adequate feedback. This perhaps implies some reciprocity in the flow of information between student and coordinator. The overall teaching rating awarded to academics clusters most with approachability and encouragement of student input -aspects of temperament and style-and not with explanatory skill or organisational ability.