Abstract
AbstractThis study examined relationships between student perceptions of teaching behavior and learning outcomes in college biology. One‐hundred one students who enrolled in an introductory college biology course reported the frequencies of 20 overt, in‐class teaching behaviors exhibited by the instructor and rated the instructor on 12 measures of teaching effectiveness. Achievement tests were administered periodically throughout the two‐semester time interval. A series of simple correlations between teaching behavior factors and both achievement and student ratings revealed a complex pattern of relationships. Moderately strong relationships were found between student perceptions of “information‐transmitting” behaviors and achievement, while generally stronger relationships linked behavior factors with student ratings of teaching effectiveness.
Sign-in/Register to access full text options 
Free) 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
