Abstract
Measuring of performance for lecturers' has become a popular event not only in the Botswana academic environment but in many parts of the world (16). Being charged with responsibilities as an AAT Team Leader the researcher was interested in getting feedbacks for faculty members in his department. This study focused on the relationship between classroom audits, student feedbacks and students' throughput. This study used a mixed method for data collection. This research positions itself into two paradigms between the adherents' quantitative approach 'QUAN' and qualitative approach 'QUAL'. The population for lecturers who were teaching AAT at Botho University during the time of the research was 23. A quantitative content analysis was followed with a focus group. The researcher used a convenient sampling to select 12 lecturers to participate in the focus group. Face-to- face interviews were conducted on 6 lecturers who were conveniently selected from the 12 participants who were part of the focus group. There were comparisons between quantitative content analysis, focus group and face- to- face interviews in order to determine the truth from the participants. The results of this study revealed that there was no relationship between the classroom audits, student feedback and students throughput. Additional instruments methods were recommended to evaluate lecturers' performance. The findings from this research may assist Botho University and other universities world-wide.
Highlights
The above tools that are used for measuring lecturers’ performance are they effective and efficient? Classroom audits and student feedbacks are associated with the phenomenon of halo and the horn effect which was discovered by a psychologist (15). (5) revealed that the halo effect was present in the evaluation of school children by their teachers
Aim of the Study The main aim of this study was to investigate the relationships between the classroom audits and student feedback in line with students throughput as a mechanism for measuring teachers’ performance and effectiveness, in to order establish the adequacy of these evaluation tools
Face-to- face interviews were conducted on 6 lecturers who were conveniently selected from the 12 participants who participated in the focus group
Summary
(11) state that teacher evaluation is widely used to develop and improve the standards of teaching in any educational set-up. The halo effect is perceived as the attractiveness in the person being observed, for example the observer is attracted by the person and tends to like or favour that particular individual This philosophy may be applied to Universal Journal of Educational Research 5(1): 54-60, 2017 the students’ where they are attracted with the teacher and their judgement is positive which result in them rating high scores. The rating scores that the observed person is awarded would be influenced by the unattractiveness (clique) between the two individuals This may be the same with either the student or the observer; the negative judgement is perceived as being biased. In most cases the evaluation of the lecturers / teachers using students’ feedback and classroom observations may be either objective or subjective these two instruments may result into problems in monitoring and measuring teachers’ performance and effectiveness. To make recommendations on possible additional tools for measuring lecturers performance and effectiveness
Sign-in/Register to view highlights & summary 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
