Student appraisal of instruction :

Sub Title: a three-measure multi-variate analysis

Author: Erebaren, Gerardo C.

Accession Number: 627D

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Copyright Year: 1996

Abstract:

The present research was concerned with student appraisal of instruction in the tertiary level of West Visayas State University (WVSU). The study also aimed to determine the quality of instruction at the tertiary level of the University as assessed and determined by college students using three different faculty evaluation instruments, namely the WVSU Assessment Scale for Teaching Competence, the Instructional Development and Effectiveness Assessment (IDEA) System Survey Form - Student Ratings of Instructors and Courses, and the Student Instructional Report (SIR), and from Murray's Teacher Behavior Inventory (TBI), to measure various categories of low-inference or specific classroom teaching behaviors. The subjects for this research were faculty members who were handling academic courses in the tertiary level of the WVSU main campus. Independent variables considered were academic discipline or subject area taught, academic prepation, academic rank, age, length of experience, and professional education. To attain representativeness of the population being studied, the simple random sampling technique was utilized with the target of at least 50 percent of the available full-time faculty members from each of the following academic disciplines: Sciences, Social Studies, Mathematics, Communication Arts, Human Ecology, Psychology, Physical Education, and Professional Education. The informants of the study were 825 randomly selected college students enrolled in the various colleges and institutes of the University. College students were asked to appraise their teachers as to their quality of instruction. Descriptive statistics employed were raw scores, means, mean percentage scores, modes, and standard deviations. The differences in the study were determined through the t-test and multi-variate Analysis of Variance (ANOVA), while correlation or relationships were determined utilizing the multiple r and the correlation matrix. The significance of all inferential statistical tests employed was set at the .05 alpha level. The present investigation found out that the quality of classroom instruction at the WVSU was perceived by college students to be satisfactory whether using the WVSU Assessment Scale for Teaching Competence, the Instructional Development and Effectiveness Assessment (IDEA) System Survey Form - Student Ratings of Instructors and Courses, and the Student Instructional Report(SIR). The WVSU faculty were generally highly rated by their students in terms of their instructional delivery as revealed by their predominantly very satisfactory ratings. The faculty of the University manifested low-inference teaching behaviors which did not only reflect competence and good quality classroom instruction but were also necessary in the efficient and effective management of the classroom. Significant differences were observed in the faculty's instructional quality obtained from the three appraisal instruments. Specifically, the WVSU faculty obtained significantly higher "very satisfactory" ratings from the WVSU Assessment Scale than from either the IDEA System Survey Form or the Student Instructional Report. No significant differences were noted in the WVSU faculty's instructional quality-whether the faculty were classified as to academic discipline,academic preparation,academic rank,age,teaching experience or professional education background-when using the WVSU Assessment Scale for Teaching Competence, the Instructional Development and Effectiveness Assessment (IDEA) System Survey Form, and the Student Instructional Report(SIR). No significant differences were observed in the WVSU faculty's low-inference classroom teaching behaviors, whether the faculty were classified as to their academic disciplines, academic preparation,academic ranks,age,teaching experience, or professional education background. Finally, the WVSU faculty's performance ratings obtained from the three teacher appraisal instruments and their low-inference classroom teaching behaviors significantly and positively correlated.


Keywords: Student appraisal of instruction, quality of instruction, college instruction

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