Abstract
This study aims to examine the lecturers’ teaching effectiveness on business faculty undergraduate students’ academic performance in the Malaysian Public University, since the Malaysia Ministry of Higher Education (MOHE) intends to achieve quality education. This study has undertaken on survey research whereby questionnaires were distributed to 300 students from the three public universities located in the Northern of Malaysia. The SPSS was employed to determine the statistical relations between variables. The finding of this study has indicated that the independent variables are significantly related to teaching effectiveness as perceived by the respondents. DOI: 10.5901/mjss.2015.v6n3s1p437
Highlights
In this modern society, teaching effectiveness pertaining to the educators’ abilities and skills has been discussed at various level of education. Barry (2010) stated that teaching effectiveness include variety of teaching planning activities, educating strategies as well as teaching materials in students’ learning process
The research questions were developed for this study examines whether there is a relationship between subject knowledge, educational strategy, and lecture quality and classroom social climate on teaching effectiveness as perceived by the university students
To examine whether the classroom social climate significantly contribute to the teaching effectiveness
Summary
In this modern society, teaching effectiveness pertaining to the educators’ abilities and skills has been discussed at various level of education. Barry (2010) stated that teaching effectiveness include variety of teaching planning activities, educating strategies as well as teaching materials in students’ learning process. In order to have a successful learning process, students need to be involved in the subject matter, through effective teaching strategies (DuFour, DuFour, Eaker & Many; 2008 and DuFour & Eaker, 1998) This is due to different style of teaching methods may create different style of learning. As Theall and Franklin (2001) mentioned that, past studies have indicated that students are the most significant sources in providing feedbacks on their learning experiences In this support, teaching effectiveness evaluated by students tend to be more reliable, valid, useful as well as unbiased (Murray, 1994). Teaching and learning are the correlated process and the common measures of good teaching are the volume of students’ learning outcomes Those students who have learned well shall provide high ratings for their lecturers or teachers (Theall and Franklin; 2001). This study intends to examine the relationships of selected variables that contribute to the teaching effectiveness at the undergraduate level
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