Perceptions Of Teaching Effectiveness Research Articles

Perceived teaching effectiveness of elementary school teachers at Parang District, Ministry of Basic, Higher and Technical Education in Sulu

This descriptive-correlational study assessed extent of teaching effectiveness of elementary school teachers at Parang District, Ministry of Basic, Higher, and Technical Education-Sulu in the contexts of Pedagogical Approach and Teaching Effectiveness, Teacher Professional Development, and Classroom Management and Behavior Management during the School Year 2023-2024. With 100 samples taken through non-probability sampling method via purposive sampling, and with the use of weighted mean, standard deviation, t-test for independent samples, One-way ANOVA, and Pearson’s r, this study reveals the following findings: 1) Majority of the teachers are female, married, within the age ranges of 31 years old & below, mostly have bachelor’s degree, and with 5 years & below and 6-10 years of teaching experience; 2) On the average, teachers at Parang District, Ministry of Basic, Higher, and Technical Education-Sulu high extent of teaching effectiveness; 3) Generally, variables age, gender, civil status, educational attainment, and length of service do not significantly mediate in ways how teachers assessed the extent of teaching effectiveness of Elementary School Teachers; 4) Generally, the group of teacher-respondents who assessed the extent of teaching effectiveness of Elementary School Teachers in terms of Pedagogical Approach and Teaching Effectiveness and Teacher Professional Development as “Agree” or High Extent is probably the same group of teacher-respondents who assessed the Teacher Professional Development; and Classroom Management and Behavior Management as a “Agree” or with High Extent, respectively; and 5) This study seems to support of Sanders (1998) and Sanders and Rivers (1996) model which claimed that the single most important factor affecting the teaching process is the effectiveness of teachers. Further, they contend that the students shall benefit from increases in teaching effectiveness. Thus, quality teachers are a critical determinant of their effectiveness.

Influence of improvement strategies on teachers’ perceived teaching effectiveness in calabar metropolis of cross river state, nigeria.

The main purpose of this study was to examine the influence of improvement strategies on teachers’ perceived teaching effectiveness in Calabar Metropolis of Cross River State, Nigeria. The research design that was adopted in the conduct of this study is the Ex-Post Facto research design. Ex-post Facto research design is a design where the researcher does not have direct control of the independent variables, because their manifestation has already occurred. The variables involved in the study cannot be manipulated. The population of this study comprised all 6 principals, 72 vice principals and 1290 secondary school teachers in 21 public secondary schools in Calabar Metropolis (State Secondary Education Board, Cross River State, 2021). Calabar Metropolis consist of two Local Government Areas; namely, Calabar South and Calabar Municipality respectively). There are 8 public secondary schools in Calabar South and 16 public secondary schools in Calabar Municipality. Three research questions were poised and three statement of hypotheses were formulated to guide the study. A sample of 309 respondents was used in the study using Taro Yamane’s formula. The instruments that were used for data collection were a questionnaire titled Improvement Strategies; Principals’ Role Scale (ISPRS) and Teachers’ Teaching Effectiveness Questionnaire (TTEQ) designed by the researchers. The instrument that was used for data collection is a questionnaire titled Improvement Strategies and Principals’ Role Scale (ISPRS). The instrument comprised two sections A and B. Section A of the instrument consists of demographic sub-variables meant to obtain personal information about the subjects used in this study. Section B comprised 15-structured items questionnaire covering the sub-variables, in a four-point modified Likert Scale items. The internal consistency of the research instrument (ISQ) was tested using the Cronbach Alpha reliability estimate method. The statistical tool used for analysis is one-way analysis of variance (ANOVA) and the hypotheses were tested at 0.05 level of significance. The findings revealed that there was significant influence of in-service training, motivation and teachers’ involvement in decision-making on teaching effectiveness in public secondary schools in the study area. Based on the findings, it was recommended among others that teachers should be exposed to regular in-service training to help them acquire the requisite skills that will make them productive in their service delivery.
 

Exploring Careers in Education and Leadership (ExCEL): Outcomes from year one of a high school education camp

PurposeThe paper aims to address the increasing issue of teacher shortages and the lack of diversity in America’s educators. Highly diverse communities need ways to support community members interested in careers as teachers. This article explores one promising approach to reach and inspire high school students considering the teaching profession. Camp ExCEL (Exploring Careers in Education and Leadership) provided a pathway allowing rising high school seniors an opportunity to explore the teaching profession. This pathway utilized the Grow Your Own framework, recruiting students from a diverse community and providing them resources and information that would further efforts to become an educator within their community.Design/methodology/approachThe current study examined outcomes from an education summer camp, using qualitative thematic analysis to reflexively interpret participants’ (n = 29) feelings and beliefs about effective teaching, culturally responsive teaching (CRT), project-based learning (PBL) and their camp experience. Data were collected using Google documents and surveys. The four connected themes that emerged were obstacles and barriers to teaching, qualities of an effective teacher, the impact of culturally responsive teaching and project-based learning on classrooms, and the importance of mentorships within education.FindingsThe paper provides insight about how an education camp can support high school students as they explore a career in education. Results suggest that focus on high-quality pedagogy can support student understanding of the career. Students also suggested their perception of effective teaching that includes acknowledging the needs of the whole student, modeling high-quality teaching practices and displaying positive professional dispositions.Research limitations/implicationsBecause of the chosen research approach, the research results may lack generalizability. Therefore, researchers are encouraged to conduct and examine education camps further.Practical implicationsThe paper includes implications for the development of other education camps, especially in areas with highly diverse populations.Originality/valueThis paper fulfills an identified need to increase the number of persons pursuing a career in education. The focus on a highly diverse community is also an area of need in education. This article details the description of an education camp and the curriculum used, along with findings from data collected during the first year.

Field observations’ impact on preservice teachers’ perceptions of effective teaching with technology: a person-centred investigation

ABSTRACT To explore the impact of field experiences on prospective preservice teachers, this study examined their perceptions of their cooperating teachers’ teaching efficacy and technology use. Using latent profile analysis and multinomial logistic regression, the authors applied a person-centred approach to determine if profiles existed. Results showed that prospective preservice teachers classified their cooperating teachers into four profiles: Meaningful Learning Experts, Low Non-Users, Chaotic Users and Skilled Traditional users of technology. Results from regression analysis were mixed and largely nonsignificant, though prospective preservice teachers with a desired certification level of grades 4–9 were significantly more likely to rate their cooperating teachers as Chaotic Users than prospective preservice teachers with a desired certification of K–3. Also, those with higher intentions to use technology in meaningful ways were significantly more likely to rate their cooperating teachers as Chaotic Users than those with lower intentions to use technology in meaningful ways.

Effectiveness of the “Hand as Foot” teaching method in human physiology: A randomized controlled trial

BackgroundThe "Hand as Foot" teaching method, an innovative approach in medical education, utilizes hand gestures to simulate anatomical structures and functions. This study aimed to assess the effectiveness of the "Hand as Foot" teaching method compared to traditional method in the "Human Physiology" course. MethodsDuring the 2023 spring semester, a randomized controlled trial involved 84 health management students. Participants were randomly assigned to the "Hand as Foot” teaching group or the traditional teaching group. A self-designed Likert scale was used to evaluate students' perceptions of teaching effectiveness, covering dimensions such as engagingness, intuitiveness, facilitation of understanding, enhancement of memorization, and effortlessness of learning. Additionally, a knowledge assessment test was administered to measure knowledge acquisition. ResultsThe "Hand as Foot teaching method" group (41 students) reported significantly higher ratings for all dimensions of teaching effectiveness compared to the traditional teaching group (43 students) (p ≤ 0.01). Despite the lack of statistical significance, the experimental group's test scores were notably superior (Mean = 6.35 vs. Mean = 5.94). DiscussionThe "Hand as Foot" teaching method demonstrated superior effectiveness in engaging students, facilitating comprehension, and enhancing memorization. Its interactive and tangible nature provided a holistic learning experience, enabling students to visualize complex physiological mechanisms. Additionally, it fostered active student participation and a desire for deeper understanding. ConclusionWhile the "Hand as Foot" teaching method demonstrated strengths in engaging students and aiding comprehension, further researches with larger and diverse cohorts are needed to gauge its impact on learning outcomes and broader applicability.

Can teacher quality be profiled? A cluster analysis of teachers' beliefs, practices and students' perceptions of effectiveness

AbstractA critical aim of teacher quality research is to identify and distil its multiple components. While many such components have been identified in the literature, there is a scarcity of research that has attempted to empirically investigate how these elements integrate within a larger profile of teacher quality, including how particular teachers' beliefs, behaviours and outcomes cluster into unique profiles of teachers. In this study, a group of Australian high‐school teachers completed an extensive teacher beliefs questionnaire, undertook the Visible Classroom program to record and document their use of high‐leverage teaching practices and had their students complete a survey based on perceptions of effective teaching. The results were analysed using cluster analysis to determine if distinct groups of teachers could be identified based on similarities in beliefs, behaviours and student perceptions of teaching. The results suggested multiple distinct clusters of teachers with distinguishing types of beliefs, frequency of practices and student perceptions of teaching. Most notably, the results pointed to a unique cluster of teachers who were most distinguishable in their self‐efficacy, intrinsic motivation and personal responsibility beliefs, as well as highly active teaching behaviours in the classroom. This group also possessed the highest levels of student perceptions of teaching. The findings provide new insights into the complex profiles that shape teacher quality and implications for future research.

Using the voice of the student to identify perceptions of teaching effectiveness attributes: a pilot study

PurposeTeaching effectiveness is essential to student learning, engagement and success. This study aims to identify the perceived teaching effectiveness attributes from the student’s perspective through a pilot study.Design/methodology/approachA comprehensive literature review identified 6 demographic and 25 teaching effectiveness characteristics. The Kano model was used to gather and analyze the student’s voices. The research validated the survey instrument using Cronbach’s alpha to ensure internal consistency and Chi-square goodness of fit to test the data distribution. Differences in response patterns were analyzed using Fisher’s exact test. Furthermore, the magnitude of the effect between the teaching effectiveness attributes was determined using Cramer’s V test.FindingsThis study determined that students perceived 19 attributes as one-dimensional, 3 as indifferent, 2 as attractive and 1 as one-dimensional and attractive. The analysis found differences in response patterns concerning readings and materials, grading rubrics to set assignment expectations and group/teamwork on projects.Research limitations/implicationsAs a pilot study, the sample size was small. Additional research should validate the survey using a larger sample. While the study results are specific to the college surveyed, other educators can use the methodology to identify the attributes important to their students.Practical implicationsCategorizing attributes based on the student’s voice enables instructors to focus on attributes that will improve the learning experience.Originality/valueThis research provides a comprehensive methodology for identifying critical teaching effectiveness attributes from the student’s perspective.

Barriers to gender equity for female healthcare academicians and researchers in Pakistan: Is it still an issue?

Gender inequity in healthcare academia is rising. Female healthcare professionals are struggling to balance their work and family leading to reduced productivity and disparity in three main areas of academic evaluation including teaching, service and research. The objective of the current study was to explore perceptions of healthcare academicians regarding gender equity and its associated barriers in healthcare academia in Pakistan. A qualitative study design was used. Study site for this research included medical colleges, pharmacy schools and healthcare educational institutes. Study respondents included healthcare professionals including doctors and pharmacists working as faculty members. Snow ball sampling was used and interviews were conducted till saturation point was achieved. All interviews recorded were transcribed verbatim. Transcribed interviews were then subject to thematic analysis and were analyzed for relevant content. Thematic analysis of the study yielded many themes and sub themes. The main themes include: Gender equity an issue for healthcare academicians; Barriers toward promoting gender equity among healthcare academicians; Perceived teaching effectiveness among female healthcare academicians; Professional relationship of female healthcare academicians; Representation of female healthcare academicians at leadership positions; Research opportunities for female healthcare academicians; impact of academia as profession on married life and Strategies for improving gender equity disparities in academia of healthcare profession. The results showed that almost all the females as well as male healthcare academicians were of the view that female academicians are competent, hardworking and committed with their jobs. Mixed responses were observed regarding teaching effectiveness of female academicians. Half of the females as well male healthcare academicians thought that female were more effective teachers while other half was of the view that teaching effectiveness is based on individual trait irrespective of gender. The results of the present study concluded that majority of the male as well as female healthcare professionals perceived gender equity as an issue in academia in Pakistan, especially in underprivileged areas. Non-conducive work environment, harassment at workplace and cultural issues were the main barriers identified toward gender equity in healthcare academia in Pakistan.

Assessing Teaching Effectiveness Online in the Wake of the COVID-19 Pandemic: A Case Study

The COVID-19 pandemic required instructors to change teaching modalities, from face-to-face to online. Many of these instructors who moved to this modality were unfamiliar with teaching online, making it imperative to receive course feedback to ensure course delivery was effective. Unfortunately, relying upon university-standard Perceived Teaching Effectiveness surveys (PTEs) proved challenging in an online environment, as response rates and student morale were negatively impacted due to the pandemic. The present case study assessed alternative research-supported methods for soliciting student feedback on teaching effectiveness in asynchronous online courses. Methods identified to improve response rates and to identify areas of teaching to improve/maintain included creating course-specific surveys, offering the surveys multiple times during the semester, soliciting feedback anonymously, and providing extra credit.

The Outcome of a New Teledentistry Initiative in Response to the COVID-19 Pandemic: A Cross-sectional Study

The purpose of this study was to assess the overall satisfaction of a new learning experience and evaluate the outcome of LLUSD's educational teledentistry initiative through a survey based on Kirkpatrick's multidimensional model of training evaluation. An IRB application was approved (#5210385) for a cross-sectional study that included Loma Linda University School of Dentistry (LLUSD) dental students of the class of 2022 and 2023. The 9-question survey consisted of three sections. The first section included demographic questions on gender and the graduating class. The second section was related to perceived teaching effectiveness, attitude, behavior, and significance. The third section included an open-ended question. The survey was distributed by three student investigators. Descriptive statistics were calculated, and categorical variables were compared using the Chi-squared test (χ2 test). The perceived teaching effectiveness of the newly implemented educational initiative was high for increasing the ability to communicate with patients and for screening and identifying the need for referrals. A majority of students believed that teledentistry is an important means to improve patients' access to dental care and that the School has been providing a good educational environment in providing teledentistry sessions to patients. There were no significant differences in the frequencies of positive and negative responses to all questions (N = 6) by gender and by class (p >0.05, in all instances). Teledentistry eVisits allowed the continuation of patient contact and initial assimilation of patient information. There is potential for this educational initiative to be more actively and comprehensively implemented in the future. New educational initiatives allow the continuation of patient contact that will ensure that students will graduate as competent oral health care providers despite challenges imposed by the pandemic.

Perceptions of effective foreign language teaching

Abstract Differences between teacher and student perceptions of effective language teaching methods can have an immense effect on learning outcomes, and discrepancies between what teachers believe and practice can likewise have a great impact. This study investigated how the perceptions of college instructors and learners on effective Chinese language teaching can be compared. It also explored what consistencies and inconsistencies existed between what teachers believed were effective practices and what they actually practiced. The results displayed several differences between teacher and student perceptions. It was also discovered that most of the teachers taught according to their perceptions of effective teaching. Applying this knowledge implies that teachers should incorporate culture into their teaching, introduce Chinese characters earlier, use communicative teaching methods and a variety of learning activities to ensure a good learning outcome. Instructors should also increase their awareness of their perceptions of effective teaching and attain regular feedback from their students.

Can I teach this student?: A multilevel analysis of the links between teachers’ perceived effectiveness, interest-supportive teaching, and student interest in math and reading

Teachers’ perceived teaching competence is a multifaceted motivational factor that can shape their instructional decisions, persistence, and engagement in teaching. However, existing evidence on the theorized associations between teachers’ perceived competence (e.g., perceived effectiveness in the classroom) and important student outcomes such as students’ academic motivation is inconclusive. This study is the first to examine the interrelations between teachers’ perceived student-specific and domain-specific teaching effectiveness in math and reading, student-reported interest-supportive instruction, and students’ subject-specific interest in these domains, controlling for preexisting differences in students’ interest, cognitive ability, school grades, and family background. Data from 48 math and 55 reading teachers and their elementary school students were analyzed (N = 449 in math, N = 568 in reading; grades 3–6). Domain-specific multilevel path analyses revealed significant within-classroom associations of teachers’ perceived effectiveness in teaching individual students with student-reported interest-supportive instruction and subject-specific interest, but no significant between-classroom effects emerged. Preexisting within-class differences in students’ subject-specific interest positively predicted teachers’ perceived teaching effectiveness in math but not reading. In both subjects, the more effective a teacher felt in teaching a particular student, relative to the class average, the more likely this student perceived the teacher’s instruction as motivating, which then predicted a positive change in the student’s interest in math and reading. Different results across levels of analysis (between- vs. within-class) and subjects (math vs. reading) underscore the importance of examining both student-specific and subject-specific associations between teachers’ perceived teaching competence and student outcomes.

APPLICATION OF PYTHON IN MARKETING EDUCATION: A BIG DATA ANALYTICS PERSPECTIVE

ABSTRACT In the era of big data, many business organizations consider data analytics skills as important criteria in the acquisition of qualified applicants. As numerous managerial decisions in the field of marketing are becoming evidence-based, business schools have integrated case studies about different stages of data analytics such as problem identification, data collection, data processing, data analysis and data visualization in order to improve the knowledge of marketing students. Although case studies can provide a good theoretical foundation about data analytics in the field of marketing, but they may not be sufficient for building analytical skills from a technical perspective. This paper provides a guideline on how Python as a programming language can be used to explore large datasets and improve marketing students’ capabilities with a focus on data processing, data analysis and data visualization tasks. In this research, a survey was conducted to measure the teaching effectiveness and overall satisfaction of marketing students (n = 84) in a Canadian university. The evidence suggests that Python libraries designed for marketing-related data analysis and data visualization have positive outcomes in students’ learning experience and perception of teaching effectiveness.

Students’ perceptions of effective teaching: between retired professors and contract instructors

Students’ perceptions of effective teaching: between retired professors and contract instructors

Structured simulations improves students' knowledge acquisition and perceptions of teaching effectiveness: A quasi-experimental study.

To determine the effect of adding structured simulation to a traditional classroom lecture format on students' knowledge acquisition and their evaluation of faculty teaching effectiveness, compared to traditional classroom lectures alone. There is a critical lack of high-quality clinical placements/experiences in nursing education, particularly in clinical specialty populations, such as paediatrics. Simulation has been shown to help students practice in a safe environment. However, less is known about the outcomes of embedding simulation in didactic class sessions or classroom lectures. Additionally, data on the impact of simulation as a teaching pedagogy on faculty teaching effectiveness is limited. Post-test, nonequivalent control group quasi-experimental study. Students in two prelicensure nursing programs participated in a 10-week term paediatric nursing course taught by the same faculty member on two different campuses. The students at one campus, designated as the control group (n=43), received four hours of traditional, lecture-only, instructions. The group at a second campus, the intervention group (n=44), received the same lectures with added structured simulations. Students' knowledge acquisition and their evaluation of faculty teaching effectiveness were measured in both groups using the same standardised assessment measures. The CONSORT checklist was followed. Students' knowledge acquisition scores and their evaluation scores of faculty teaching effectiveness were significantly higher in the intervention (simulation) group compared to the control group. A significantly higher number of students in the simulation group scored above the national average Nursing Care of Children score as compared to students in the control group. Integrating simulation with didactic instruction enhanced students' knowledge acquisition and improved their opinion of faculty teaching effectiveness. Augmenting lecture with simulation may provide students with learning experiences that they may not have during clinical rotation due to a lack of paediatric clinical placement sites and differences between sites.

Stereotypically gay- and straight-sounding auditory cues change adolescent music students’ perceptions of men’s teaching effectiveness

The purpose of this study was to explore the effects of a stereotypically gay-sounding voice on middle- and high-schooler’s perceptions of teaching effectiveness. Participants ( N = 273) listened to two men with stereotypically gay and straight voices, respectively, reading a short paragraph. Afterwards, they rated the likelihood of each speaker’s ability to demonstrate top skills and behaviors associated with effective music teaching and also predicted whether each man would be a band director, choir director, string orchestra director, or elementary general music teacher. The results from measurement invariance analysis show that participants rated the gay voice higher on measures of maintaining high musical standards and organization, whereas they rated the straight-sounding speaker higher on measures of leadership. The results from a multinomial logistic regression show that listeners predicted that the gay-sounding speaker would most likely be an elementary general music teacher and that the straight-sounding speaker would be a band director. The differences between these findings and prior research, nuance of leadership versus classroom management, and the need for further research on stereotypical voices are discussed.

University students and their perception of teaching effectiveness. Effects on students’ engagement

This paper is based on a teacher effectiveness model with six teaching behaviour domains (safe learning climate, efficient classroom management, clarity of instruction, activating teaching, differentiation, and teaching–learning strategies). The main purpose was to examine university students’ perceptions of teaching effectiveness and its influence on students’ academic engagement. The sample comprised 782 students from 16 universities. Data was collected using a transversal design and the instruments My Teacher Questionnaire and the Academic Engagement Scale, both using Likert-type response formats and adapted to the study population. The findings suggest differences regarding teacher gender and type of course: students perceived their male teachers as better, and there were more positive perceptions of teachers in arts and humanities, social and legal sciences, and health sciences courses. With respect to student engagement, the results confirmed the predictive power of the effective classroom management, activating teaching and differentiation domains. The percentage of explained variance was greater for emotional engagement than for behavioural engagement. This kind of study gives us very interesting information which can help to identify the aspects of higher education that need to be reinforced and in contrast, those about which students already have positive perceptions.

End-of-Life Skills and Professionalism for Critical Care Residents in Training: The ESPRIT Survey.

End-of-life (EOL) care is a key aspect of critical care medicine (CCM) training. The goal of this study was to survey CCM residents and program directors (PDs) across Canada to describe current EOL care education. Using a literature review, we created a self-administered survey encompassing 10 CCM national objectives of training to address: (1) curricular content and evaluation methods, (2) residents' preparedness to meet these objectives, and (3) opportunities for educational improvement. We performed pilot testing and clinical sensibility testing, then distributed it to all residents and PDs across the 13 Canadian CCM programs. Our response rate was 84.3% overall (77 [81.1%] for residents and 13 [100%] for PDs). Residents rated direct observation, informal advice, and self-reflection as both the top 3 most utilized and perceived most effective teaching modalities. Residents most commonly reported comfort with skills related to pain and symptom management (n = 67, 94.3%; score > 3 on 5-point Likert scale), and least commonly reported comfort with donation after cardiac death skills (n = 26-38; 44.8%-65.5%). Base specialty and time in CCM training were independently associated with comfort ratings for some, but not all, EOL skills. With respect to family meetings, residents infrequently received feedback; however, most PDs believed feedback on 6 to 10 meetings is required for competence. When PD perceptions of teaching effectiveness were compared with resident comfort ratings, differences were most apparent for skills related to pain and symptom management, cultural awareness, and ethical principles. By the end of their first subspecialty training year, PDs expect residents to be competent at most, but not all, EOL skills. In summary, trainees and programs rely on clinical activities to develop competency in EOL care, resulting in some educational gaps. Transitioning to competency-based medical education presents an opportunity to address some of these gaps, while other gaps will require more specific curricular intervention.

The effects of informal cooperative learning pedagogy on teaching effectiveness, task orientation, and learning satisfaction in undergraduate classrooms in Ethiopia

ABSTRACT While cooperative learning (CL) has gained considerable attention in the current discourse about undergraduate quality education, it is minimally used in higher education classrooms, particularly in the developing countries context. Using a non-equivalent control groups design and a sample of undergraduate students (n = 340) from Jimma University, Ethiopia. This study examined the effects of informal CL on teaching effectiveness, task orientation, and learning satisfaction, together with the convergence between these latent variables. For these, the authors used t-test, one-way MANOVA, bivariate correlations, and structural equation modeling (SEM). As predicted, t tests and MANOVA results indicated that participation in the informal CL pedagogy does have low to medium effect on each variable measured (.031≤ partial η 2 ≥ .049 or 0.36 ≤ Cohen’s d ≥ 0.45). This suggests that higher perception of teaching effectiveness, more task orientation, and greater learning satisfaction were associated with informal CL rather than traditional lecture instructions. In addition, as predicted, SEM analyses also confirmed the significant positive associations between the teaching effectiveness, task orientation, and learning satisfaction (.79 ≤ r ≥ .85). Beyond this, the process indicators teaching effectiveness and task orientation, together predicted 85% of the variance in learning satisfaction. Implications are discussed.

Effect of Using Case Study Teaching Strategy on Nursing Students’ Perception of Teaching Effectiveness

Background: A case-study approach in teaching promotes the level of knowledge retention by nursingstudents, enhances their critical thinking skills, and expands their problem-solving capabilities.Purpose: This study aimed to determine the effect of using case study teaching strategy on nursing students’perception of teaching effectiveness.Method: Quasi experimental/pre and post-test research design was used in this studyResults: Post-test mean scores were significantly higher than the pre-test mean scores of all teachingeffectiveness domains named space & equipment, classmate- interaction, academic goal, teaching method,internship & practicum, and course content. Also, a positive attitude towards case-study teaching strategyreported by the participants.Conclusion: The implemented case study as a teaching strategy had a significant positive effect on thestudents’ perceptions of teaching effectiveness.