Perceptions Of Teaching Quality Research Articles

Secondary Students’ Perceptions of Teaching Quality and Teacher-Family Interaction: A Structural Equation Model

AbstractStudents’ perceptions of teaching quality and teachers’ interaction with their families, along with student self-efficacy and interest in a subject matter to performance. However, little is known about how student perceptions of teaching quality and teacher-family interactions in the subject of English relate to performance in reading comprehension. The current study explores how the teacher-related perceptions of New Zealand senior secondary students relate to their reading attitudes and tested reading comprehension. Partially mediated structural equation modelling revealed that students’ perceptions of teaching quality directly and positively influenced student self-efficacy, interest, and performance and indirectly through self-efficacy. However, perceptions of teacher-family interactions negatively influenced student self-efficacy and performance and were not related to interest. Although the model was statistically invariant across demographic variables, there were large latent mean differences across school decile bands for reading performance. These findings reinforce the importance of student perceptions of good teaching and raise challenges about how teachers interact with families.

Social support, mental health, academic coping, and perceptions of teaching quality during COVID-19: A cross-lagged panel model of university students in Israel.

Although social support is strongly related to college students' mental health in the context of COVID-19, little is known about the academic mechanisms that explain and influence this relationship. This knowledge gap limits our ability to create effective interventions. Our current study extends the previous research by using longitudinal data from 2020 to 2021 and leveraging a unique panel dataset from over 1,500 university students in Israel. By using a cross-lagged panel model, we examine how the relationship between social support and mental health is partially explained by academic coping, as well as how these relationships differ across perceived teaching quality. We find that academic coping partially explains the relationship between social support and depression for students who perceived higher-quality instruction but not for students who perceived lower-quality instruction. Moreover, these relationships are not apparent for anxiety, suggesting that anxiety may relate to out-of-school considerations like pandemic-related health concerns and hardships. We close with implications for policy and practice.

How is teaching quality related to achievement emotions in secondary low- and high-achieving students: A cross-sectional study in Chinese mathematics classrooms.

Past studies clarified the relationship between dimensions of teaching and achievement emotions. However, more information is needed about the underlying process behind this relationship among students with different mathematical abilities. This study examined the association between students' perceived teaching quality and achievement emotions in Chinese mathematics classrooms, focusing on students with different mathematics achievements. There are 1045 secondary school students (49.1% girls; Mage = 13.90, SD = .84) from Chinese mathematics classrooms in the present study. A multi-group structural equation model was adopted to test the relationship between teaching quality and achievement emotions between low- and high-achieving students. Control-value appraisals mediated in teacher support and achievement emotions in both student groups. At the same time, control-value appraisals failed to mediate cognitive activation and achievement emotions in low-achieving students, while the mediating effect of control-value appraisals was identified in high-achieving students. Besides, classroom management was related to achievement emotions via academic value only in low-achieving students. In contrast, it was related to achievement emotions via control-value appraisals in high-achieving students. The results clarified the mediation roles of control-value appraisals in teaching quality and achievement emotions in students with low- and high-achieving achievements. Similarities and differences were also identified between the two student groups. Teacher support was beneficial to students' positive emotions while classroom management helped to lessen students' negative emotions. High-achieving students benefited more from activating teaching compared with low-achieving students.

Occupational, academic, and personal determinants of wellbeing and psychological distress in residents: results of a survey in Lyon, France.

The mental health of residents is a growing significant concern, particularly with respect to hospital and university training conditions. Our goal was to assess the professional, academic, and psychological determinants of the mental health status of all residents of the academy of Lyon, France. The Health Barometer of Lyon Subdivision Residents (BASIL) is an initiative which consists in proposing a recurrent online survey to all residents in medicine, pharmacy, and dentistry, belonging to the Lyon subdivision. The first of these surveys was conducted from May to July 2022. Participants should complete a series of validated questionnaires, including the Warwick-Edinburgh Mental Wellbeing Scale (WEMWBS), and the Kessler Psychological Distress Scale (K6), respectively, and ad-hoc questions assessing their global health and hospital and academic working conditions. A Directed Acyclic Graph (DAG) analysis was conducted prior to multivariable analyses, to explore the determinants associated with low wellbeing (WEMWBS <43) and high psychological distress (K6 ≥ 13). A total of 904 residents (response rate: 46.7%) participated in the survey. A low level of wellbeing was observed in 23% of participants, and was significantly associated to job strain (OR = 2.18; 95%CI = [1.32-3.60]), low social support (OR = 3.13; 95%CI = [2.05-4.78]) and the experience of very poor university teaching (OR = 2.51; 95%CI = [1.29-4.91]). A high level of psychological distress was identified for 13% of participants, and associated with low social support (OR = 2.41; 95%CI = [1.48-3.93]) and the experience of very poor university teaching (OR = 2.89, 95%CI = [1.16-7.21]). Hospital working conditions, social support, and the perception of teaching quality, were three major determinants of wellbeing and psychological distress among health profession residents. Demographic determinants, personal life and lifestyle habits were also associated. This supports a multilevel action in prevention programs aiming to enhance wellbeing and reduce mental distress in this specific population and local organizational specificities.

Revisiting the Three Basic Dimensions model: A critical empirical investigation of the indirect effects between perceived teaching quality and student outcomes

The Three Basic Dimensions (TBD) model, the leading model of teaching quality in German-speaking countries, theorizes three mediation paths for the effect of teaching quality on student outcomes. However, the existence of these paths and their effects have largely not been empirically tested. This study investigated the mediating role of depth-of-processing, time-on-task, and need satisfaction between student-rated teaching quality and students’ mathematics achievement and interest, expanding the TBD model to include mediation paths suggested by theories of motivation, cognition, and effort. Data from the TALIS Video Study Germany, comprising 958 secondary school students in 41 classrooms, were used to run multilevel longitudinal and correlational mediation analyses. The results found mediation effects only at the student level; there were no mediating effects at the classroom level. Not all of the hypothetical relationships thought to exist between the mediators and achievement and interest outcomes were confirmed. Specifically, at the student level, we found that time-on-task predicted student interest and depth of processing predicted student achievement, but none of the other hypothesized relationships were observed. The conceptual sequence of the variables, the choice of correlational vs. longitudinal evidence, and the level of analysis were all shown to have an impact on the results. The study thus confirms some of the assumptions of the TBD model, identifies new paths between teaching quality and student outcomes, and provides suggestions for how to proceed with the further investigation of a model which should be expanded and empirically tested.

Insights into mobile learning continuance intention among school students and teachers via a hermeneutic phenomenological study during COVID-19

PurposeThis study aims to describe the m-learning experience of school students and teachers during the COVID-19 pandemic and explores the factors influencing the continuance intention of m-learning.Design/methodology/approachSemistructured interviews of 24 students and 09 teachers of schools in national capital territory (NCT) Delhi, India were conducted over 03 months and transcribed verbatim. A hermeneutic phenomenological design was used to interpret the text and bring out the “lived experiences” of m-learning.FindingsThe following 15 themes or factors influencing continuance intention emerged through the hermeneutic circle: (1) actual usage, (2) attitude, (3) context, (4) extrinsic motivation, (5) facilitating conditions, (6) intrinsic motivation, (7) perceived compatibility, (8) perceived content quality, (9) perceived mobile app quality, (10) perceived teaching quality, (11) perceived usefulness, (12) satisfaction, (13) self-efficacy, (14) self-management of learning and (15) social influence.Research limitations/implicationsThe study offers insightful recommendations for school administrators, mobile device developers and app designers. In addition, suggestions for effectively using m-learning during disasters such as COVID-19 have been provided. Several future research directions, including a nuanced understanding of m-assessment and online discussions, are suggested to enhance the literature on m-learning continuance.Originality/valueThe study enriches the literature on m-learning continuance. A qualitative approach has been used to identify relevant factors influencing m-learning continuance intention among secondary and higher secondary level (Grades 9 to 12) school students and teachers in India. In addition, a conceptual framework of the relationships among the factors has been proposed. Further, an analysis of the lived experiences of m-learning during the COVID-19 pandemic indicated several issues and challenges in using m-learning during disasters.

Application of Weighted Comprehensive Evaluation Model in Teaching Quality Evaluation System of Computer Class Vocational Education

Abstract This paper firstly constructs the entropy weight-TOPSIS weighted comprehensive evaluation model, uses the entropy weight method to determine the indicator weights, and establishes a standardized evaluation matrix to evaluate the evaluation object through the TOPSIS model. Then, the evaluation model of teaching quality of vocational education, including teaching environment, curriculum construction, teaching content, implementation effect and teaching support level, was established, and the weight teaching evaluation of each index was made by using the entropy weight-TOPSIS model. Finally, the quality of teaching in the school was measured and analyzed, and the expected and perceived mean of different indicators were compared and calculated. The results show that the gap between the perceived teaching quality of each dimension of the indicators is basically controlled between [-1.0,-0.7], and the overall teaching quality evaluation result is -0.86, and the teaching quality needs to be improved urgently. This paper examines the teaching quality of vocational education, finds its problems, puts forward reform opinions, and promotes the development of the vocational education talent force in the direction of higher quality.

Measuring the Determinants of Student Satisfaction in Practical Teacher Training Education Program in China

Despite extensive research on student satisfaction in HEIs, notable gaps exist in investigating the profound impact of practical teacher training in education programs, particularly in China. This study examines the relationships between student satisfaction and its predictors in practical teacher training among Chinese undergraduates. Results show that expectation, perceived administrative service quality, perceived teaching quality, and perceived value are significant predictors of student satisfaction. However, image and teacher-student interaction have no significant relationships with student satisfaction. The six constructs represent 49% of the variance in student satisfaction. These findings indicate the necessity for enhanced management of practical teacher training programs.

Changes in perceptions of teaching quality in secondary schools in Rwanda during the COVID-19 global pandemic and the subsequent closing and reopening of schools

The stability of measures of teaching quality is essential for making generalizations of results stemming from these measures to other teaching situations. However, no research has examined the effects of unexpected situational factors on the stability of these measures. Therefore, the purpose of this two-phase quantitative research study was to examine the following aspects among secondary school teachers in Rwanda, using a score-validated, multiple-dimension measure: (a) perceptions of teaching quality (PTQ) prior to the onset of the COVID-19 context (Phase 1; descriptive and correlational design); and (b) the extent to which COVID-19 and the subsequent closing and reopening of secondary schools affected PTQ among STEM teachers in Rwanda, and the associations between these changes in PTQ and selected socio-demographic/locational variables (Phase 2; descriptive and correlational research design). Phase 1 findings revealed that two measures of cultural values (i.e., Attitudes Towards Cultural Values Scale, Inculcating Cultural Values Scale, respectively) generated the most positive attitudes, whereas the Satisfaction with Resources and Material Subscale yielded the least positive attitudes. Phase 2 findings revealed that for four of the nine PTQ scales/subscales, the COVID-19 context negatively affected PTQ. These findings provide compelling evidence of the importance of monitoring PTQ, especially during times of crises. Moreover, these findings have implications for Rwandan educational policymakers, Rwandan administrators, teacher training administrators, and, above all, the teachers themselves, as they all seek to maximize teaching quality in Rwandan secondary schools.

The Effects of Learning Method, Motivation, and Self-Discipline on Students’ Retrospective Perceptions of Online Learning

This article examines, for the first time, the relationship between learning style, motivation, and self-discipline, as factors that affect tertiary students’ perceptions of online learning, from a retrospective perspective. The period between 2019 and 2022 was and remains one in which students are rethinking the components of teaching and learning. In addition, from the learners’ perspective, social, cultural, and technological changes to which they were subject, including substantial changes to learning environments and learning methods, heightened learners’ need to reconsider time planning. This study is based on 1,928 students enrolled in several academic institutions. We used a mixed-methods design for this exploratory research, incorporating qualitative and quantitative analysis, to develop the proposed Online Teaching Recommendations (SOTR) model. We used Structural Equation Modeling (SEM) for goodness-of-fit. Findings indicate that with respect to self-discipline, distractions and interruptions at home hinder students’ online learning, but they do not lower students’ assessments of the quality of online teaching. We may assume that students learn how to integrate online teaching in their everyday lives, and the short-term disadvantage may become a positive experience as students persist in their academic studies. Moreover, online teaching demands students’ self-discipline, which also has no effect on perceived teaching quality. However, students’ motivation declines following online teaching, s does self-discipline, which lowers perceived teaching quality. Students are concerned by the decline in social interactions with their class mates, caused by online learning, but this decline does not adversely affect their learning process. Findings of this study may contribute to improving teaching and learning for students who use digital tools for learning, especially in academic institutions where frontal instruction remains relevant and significant. Findings support the importance of the relationship between students’ learning methods, motivation, and self-discipline, which are factors that affect students’ perceptions of online learning. The question is whether academic instructors should enhance students’ motivation to improve their self-discipline skills or whether these factors are related exclusively to students.

Predictors of Online Learning Readiness and Their Consequences on Learning Engagement and Perceived Teaching Quality during Covid19

This empirical study attempts to investigate the causal relationships between the predictors of online learning readiness and its effects on learning engagement and perceived teaching quality. In other words, the study aims to explore the direct relationship between goal orientation and perceived teaching quality, on the one hand, and the students’ learning engagement and perceived teaching quality and their indirect relationships via online learning readiness. A total of 703 students from Malaysian and Omani higher institutions voluntarily participated in this study following the quota sampling technique. Structural Equation Modeling (SEM) was used to analyze the data gathered. The results of the analysis suggested that the goal orientation and perceived self-efficacy were statistically and directly related to learning engagement and perceived teaching quality and indirectly via online learning readiness.Furthermore, the analysis showed that goal orientation has a direct positive and significant relationship with learning engagement and perceived teaching quality and positive indirect relationships with them via online learning readiness. However, while perceived self-efficacy had a direct positive correlation with learning engagement, it had a negative and direct relation with perceived teaching quality but a positive indirect relationship via online learning readiness. Hence, due to the ongoing covid19 global pandemic, this study implicates that highlighting the roles of goal and efficacy in an online context is essential because they would affect students’ learning engagement and their evaluation of teaching quality.

Nursing students’ attitude towards problem-based learning in the classroom

Nursing students in Universitas Syiah Kuala using Problem Based Learning (PBL) worked in small groups to achieve learning outcomes by solving case studies in seven PBL steps. Although PBL is a popular educational method in the health profession, its effectiveness in helping students solve problems is debatable. The aim of this study is to assess the nursing students’ perception of teaching quality and their course satisfaction using the PBL approach. By using the proportional random sampling technique, a total of 84 students participated in this study. The Course Experience Questionnaire (CEQ) was employed. The CEQ consisted of 33 items which are grouped into eight domains of students’ teaching and learning experiences. For statistical data analysis, mean percentage agreement is counted from the Likert scale score. The results indicate that when the LRS components are negative, the GTS, GSS, CGS, AWS, ASS, and IMS are all positive. The GTS element has the highest mean percentage score of the eight CEQ elements. Two-thirds of PBL participants were satisfied with the PBL approach. Nevertheless, there are still some defects in the learning process, such as students’ perceptions that they don’t have enough time to understand a topic. Also, when learning topics are related to field facts, students are not ready to discuss them. The learning resources are severely limited. The use of e-learning must be properly managed, and students must be regulated in order to have the ability to find effective learning resources and share them with their peers.

Declining interest in science in lower secondary school classes: Quasi‐experimental and longitudinal evidence on the role of teaching and teaching quality

AbstractAlthough promoting student interest is a pivotal educational goal, student interest in science, and particularly in physics, declines substantially during secondary school. This study focused on the long‐term development of interest in physics at the lower secondary level (grades 5–7) and examined the role of teaching and teaching quality on the development. In particular, the study investigated the role of whether or not physics was taught in class and the role of perceived teaching quality for classes' interest trajectories. The results provide evidence of declining interest in physics from Grade 5 to 7, with stronger declines from Grade 5 to 6. Whether classes participated in physics teaching or not neither notably reduced nor increased interest in physics. However, several dimensions of perceived teaching quality (in particular, cognitive activation and cognitive support) mitigated the decline in interest.

How valid are student perceptions of teaching quality across education systems?

In an international context, teaching quality is often assessed via student surveys. Yet, there is little empirical evidence for the validity of students' perceptions of teaching quality across education systems. Following an argumentative validation approach, we evaluate the reliability, stability, and international comparability of students' perceptions of teaching quality as well as their predictivity on student outcomes. Based on longitudinal data from six education systems our main findings include that student perceptions of teaching quality are 1) reliable on the class level, 2) stable between two measurements, and 3) metric invariant across education systems, yet 4) their effects on achievement, interest, and self-efficacy vary between the aspects of teaching quality and education systems. Our study provides first substantial empirical findings for the validity of student perceptions across education systems and points towards culture-specific differences in the effectiveness of teaching.

Dutch students’ evaluations of EMI and L1MOI lectures: The role of non-native pronunciation

In a within-subjects experiment, 119 Dutch listeners evaluated authentic English and Dutch lecture fragments recorded by the same Dutch lecturer. For each fragment, they answered multiple-choice comprehension questions and rated the lecturer on comprehensibility, attitudinal measures (status, competence, likeability and dynamism), and perceived teaching quality. Findings showed that actual comprehension was not different for the English and the Dutch fragments. The lecturer was evaluated less positively in the English fragments than in the Dutch fragments in terms of status, competence, dynamism and teaching quality, but not likeability. A mediation analysis showed that language choice had no direct effect but only indirect effects on perceived teaching quality through comprehensibility and non-native pronunciation. Our study shows that the use of EMI instead of L1MOI would not appear to result in reduced comprehension but does result in more negative perceptions of the lecturer, and that non-native pronunciation contributes to these perceptions.

And Then There Was COVID-19: Do the Benefits of Cooperative Learning Disappear When Switching to Online Education?

In the spring of 2020, the COVID-19 pandemic induced a rapid shift to online education. University instructors promptly reinvented their teaching methods and developed digital lessons. Cooperative learning has been demonstrated to surpass lecture-based learning (LBL) regarding students’ learning processes; therefore, the question arises as to whether the perks of cooperative learning still hold when switching to online education. This study examines whether the benefits of team-based learning (TBL) regarding good teaching (i.e., perceived teaching quality), satisfaction, and performance persist when switching from face-to-face to online education. A quasi-experiment in an undergraduate advanced accounting course compared a non-COVID-19-affected semester to a COVID-19-affected semester. In both semesters, students could choose between a TBL and a LBL path for tutorial sessions. Quantitative survey data (N = 455) indicate TBL outperforms LBL, even when switching to online tools. Good teaching was perceived as even better in the COVID-19-affected semester, and even more so by students in the team-based setting, compared to the lecture-based setting. Students’ course satisfaction and performance were unaffected by the switch to online education. This paper shows that TBL still benefits students, even in a blended environment.

A multilevel investigation of factors influencing university students’ behavioral engagement in flipped classrooms

Students’ behavioral engagement is critical for flipped classroom success. Research on flipped and non-flipped classrooms has provided mixed findings regarding students’ behavioral engagement. Using the motivation-opportunity-ability perspective and self-determination theory, in this study, we aim to empirically test how student-level motivation (i.e., autonomous and controlled), student-level ability (i.e., perceived self-efficacy), and class-level opportunity (i.e., perceived teaching quality and perceived platform quality) influence students’ behavioral engagement in flipped classrooms. Data were collected with a survey completed by 1002 students in 30 classes with flipped classrooms at public and private universities and tested using hierarchical linear modeling (HLM). The results revealed that autonomous motivation, controlled motivation, perceived self-efficacy, and perceived teaching quality were critical determinants of university students’ behavioral engagement in flipped classrooms. When perceived self-efficacy was high, the positive relationship between autonomous motivation and behavioral engagement became stronger. Moreover, when perceived platform quality was high, the positive relationship between autonomous motivation and behavioral engagement became stronger. In addition, when perceived platform quality was low, the negative relationship between controlled motivation and behavioral engagement became stronger. Follow-up interviews with the students emphasized five contradictions in flipped classrooms that hindered behavioral engagement—there was tension between types of learning, the videos were boring, not all students actually participated in the discussions, students lacked sufficient time for in-class activities, and teachers did not have good interaction skills. Implications of flipped classrooms are also discussed.

Do teachers' achievement goals and self-efficacy beliefs matter for students’ learning experiences? Evidence from two studies on perceived teaching quality and emotional experiences

Although teacher motivation is posited to matter for students' learning experiences, this remains largely uninvestigated, particularly in higher education. In two studies, we analyzed the role of higher education teachers' achievement goals and self-efficacy for students' learning experiences. In Study 1 (k = 166 teachers, n = 2,106 students), we assessed teachers' motivations at the semester start, and students' course-specific perceptions of teaching quality (overall rating, learning) and emotions (joy, boredom) at the semester end. Latent multilevel modeling indicated favorable associations for teachers' self-efficacy, but not for their goals. In Study 2 (k = 96 teachers, n = 16,009 students), we assessed the same constructs and measured students' learning experiences weekly regarding 828 specific course sessions. Additionally, we included teachers’ session-specific motivations. Results replicated the effects of self-efficacy on the teacher-level and suggested that performance-approach and performance-avoidance goals primarily matter on the level of specific sessions. This affirms the relevance of teacher motivations and illuminates the importance of their specificity.

Science Self-Concept, Relatedness, and Teaching Quality: a Multilevel Approach to Examining Factors that Predict Science Achievement

This study investigated student and classroom level variables related to student science achievement by using the Trends in International Mathematics and Science Study (TIMSS) 2015 dataset. Multilevel modeling was applied in this secondary analysis to examine how science self-concept, school relatedness, and science teaching quality predicted student science achievement at both the student and classroom levels. Data from a total of 14,291 grade 8 students in the USA were included in the study. Results showed that after accounting for gender and SES (control variables), self-concept was a statistically significant, positive predictor of science achievement at the student level. At the classroom level, classroom-mean self-concept and sense of relatedness were both statistically significant, positive predictors of science achievement. Students’ perceived teaching quality was not a statistically significant predictor at either the student or classroom level. Implications of these results for science teaching and learning are discussed.

Evaluating the relationship between the course experience questionnaire and student satisfaction: A case from India

Appraising and improving the quality of teaching is a central issue all over the world. Using the Course Experience Questionnaire (CEQ), the current study examined the relationship between teaching quality dimensions and student satisfaction. The study evaluates the post‐graduate students' perception of teaching quality and its relation with overall student satisfaction in context to state public universities of Punjab, India. Data were collected from 348 post‐graduate in management students. Confirmatory factor analysis was applied to evaluate the measurement model, and a further Structured Equation Model was applied to test the proposed research hypotheses. The results reveal that clear goals and standards, generic skills, and appropriate assessment have a direct impact on the overall student satisfaction, whereas appropriate workload and good teaching skills have an indirect effect on the overall satisfaction. The female structural model replicated the findings of the overall model and showed that generic skills and clear goals are more important in student satisfaction. In contrast, the male structural model was quite different; only appropriate assessment has a direct impact on student satisfaction. Several implications for the improvement of post‐graduate management teaching quality and quality assurance in terms of lecture delivery and course planning in‐state public universities of India were further discussed.