Abstract
An investigation is reported which tests the applicability of two American instruments designed to assess tertiary students' evaluations of teaching effectiveness with 77 Filipino undergraduates. The scales were found to have generally high internal-consistency reliability coefficients, most of the items were seen to be appropriate, and every item was considered of importance by at least some of the students. In addition, all but the Workload/Difficulty items clearly differentiated between "good" and "poor" lecturers. Further analysis provided limited support for the convergent and discriminant validity of those scales hypothesized to measure similar or dissimilar components of effective teaching. However, this analysis did indicate more overlap between aspects of teaching skill and enthusiasm than evident in Western studies. Factor analysis confirmed this finding as a strong main factor of teaching effectiveness plus a minor factor referring to the workload of the course was obtained. Therefore this research questions the validity of these instruments and the underlying model of teaching effectiveness for Filipino students.
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