Abstract
An investigation is reported which tests the applicability of two American instruments designed to assess tertiary students' evaluations of teaching effectiveness with 158 Nigerian 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. Factor analysis found a strong main factor of teaching effectiveness plus a minor factor referring to course workload and difficulty. Further analysis generally supported the convergent and discriminant validity of those scales hypothesized to measure similar or dissimilar components of effective teaching. However, this analysis supported the factor analytic results as more overlap between aspects of teaching skill and enthusiasm was found than has been evident in Western studies. Thus there must be doubt about the cross-cultural validity of a multidimensional model of teaching effectiveness.
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