Teaching Effectiveness Self-Assessment (TESA) among Lecturers during the COVID-19 Pandemic

Abstract

This study aimed to describe the Teaching Effectiveness Self-Assessment (TESA) among lecturers during the COVID-19 pandemic. It involved a total of 439 samples from the three campuses (Kuala Pilah, Seremban and Rembau) in UiTM Negeri Sembilan. Data were collected via online surveys and were descriptively and inferentially analysed using Statistical Package for the Social Sciences (SPSS). Findings showed that most of the lecturers (73.8%) has more than 6 years of teaching experience. Results showed that there was a significant difference in content delivery between gender at 0.5 level of significant. ANOVA test was also conducted to test the difference between lecturers’ teaching effectiveness self-assessment with position grade and teaching experience. Four TESA’s constructs: engagement, motivation empathy, support feedback and reflective were at a significant difference with position grade. However, none of the constructs under TESA has a significant difference with teaching experience. Thus, lack of experience in conducting ODL and not being technology savvy could be the prominent reasons.