Systematic Study of Student’s Perception Towards Math through Teacher-Related Dimensions: A Case of COTs in Oman

Abstract

Numerical explorations are accomplished to investigate the influence of student’s perception towards Math which advances into academic dismissal in the preliminary level of higher education. The population under study are the students of seven Colleges of Technology across Oman. Data analyses were done using descriptive statistics of frequency counts and percentages obtained from the research questionnaire, while the hypothesis was tested using the statistical tools at 0.05 level of significance. This study examines the student’s perception correlated with teacher-related factors. The structural equation modelling (SEM) is grounded on the three teacher-related dimensions that influence the student’s perception towards Math namely 4 attributes relating to personality traits of lecturers, 6 attributes for teaching skills of the lecturer, and 2 attributes for instructional material used by the lecturers to impart the Basic Math needs for higher education. This analysis shows an overall reliability analysis for teacher-related dimensions to be 0.943 by applying Cronbach’s alpha reliability test, and the SEM tool kit analysis of the model confirmed the hypothesis of the latent variables and the theoretical authenticity of the explored factors. The conclusions of this study might be useful to substantiate the importance of student evaluation on teachers done every semester and would be a component in reducing the dismissal of students at the initial stage of higher education in Oman.