Abstract
Identifying significant factors in teaching-learning performance affecting the efficiency of teachers at university is an indispensable factor in upholding the quality of the teaching in English for Academic Purposes (EAP) courses. This study aims to evaluate teachers’ performance in EAP courses using the students’ course-instructor evaluation survey, and the students’ final grades. For this purpose, the Performance Improvement Management (PIM) software Data Envelopment Analysis (PIM-DEA) is applied to evaluate the efficiency of EAP teachers. Later, a sensitivity analysis is applied to prioritize the significant indicators of teacher performance following an interview with the teachers aimed at the betterment of their performance. The result of the study reveals that the degree of student satisfaction in relation to assignments, exams, and grading systems are significant factors related to teachers’ performance. A wider realization of this should be seen, in the researcher’s opinion, vital to the development of the educational sector.
Highlights
The Importance of Quality in Higher EducationQuality has been increasingly prominent in Higher Education (HE) and educational institutions attempt to acquire knowledge and strategies to address quality issues in the recent years. Crabbe (2003) holds that the concept of quality in language education is crucial for both those who are investing for instruction and those who are undertaking the performance, design and implementation of the curricula
The present study attempts to explore the issue in relation to teachers deploying English for Academic Purposes (EAP) courses
The research involves a questionnaire and an interview. It was conducted with 10,000 undergraduate students studying in English medium faculties in one of the universities in North Cyprus for four consecutive years
Summary
The Importance of Quality in Higher Education. Quality has been increasingly prominent in Higher Education (HE) and educational institutions attempt to acquire knowledge and strategies to address quality issues in the recent years. Crabbe (2003) holds that the concept of quality in language education is crucial for both those who are investing for instruction and those who are undertaking the performance, design and implementation of the curricula. In HE the issue of quality attracts the interest of stakeholders both inside and outside the education system
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