Teaching Effectiveness Questionnaire Research Articles

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.
 

Digital Learning Technology Usage and Teaching Effectiveness of Business Educators in Nigeria’s South-South Universities

All subjects may be taught well, but a big part of it is how the instructor uses technology to make learning beneficial for the learners. This study investigated the extent to which digital learning technologies’ usage influences the teaching effectiveness of business educators in Nigeria’s South-South universities. Two specific objectives were established and two null hypotheses were tested. The level of significance was set at 0.05. Relevant literature was reviewed. The study adopted a predictive correctional research design. The study participants were 170 business educators from twelve universities in South-South Nigeria. No sample was drawn because the population was manageable. Data was generated using a 24-item Likert scale questionnaire called the "Digital Learning Technologies and Teaching Effectiveness Questionnaire (DLTTEQ). Seven experts from the University of Calabar validated the DLTTEQ. The study’s assumptions were evaluated using simple linear regression. The use of virtual reality simulation and teleconferencing by business educators in Nigeria’s South-South universities was found to significantly predict their teaching effectiveness. Sequel to the research findings, the study recommends that the national government should foster simulation-based education by building a digital learning environment appropriate for Business Education. The insights of this study call for the implementation of international best practices in order to help learners and instructors transition from digital immigrants to electronic natives.

Design and evaluation of blended teaching in the smart classroom combined with virtual simulation training in basic nursing courses

ObjectiveThis study explored the application effect of smart classrooms combined with virtual simulation training in basic nursing courses for nursing undergraduates.MethodsIn this quasi-experimental study, a total of 135 undergraduate nursing students in the 2021 matriculating cohort were selected as the research subjects. The experimental group of Class 1 had 71 students, and a blended teaching design utilizing a smart classroom and virtual simulation training was adopted. The control group of Class 2 had 64 students, and traditional lecture-based teaching design was adopted. After the course, the independent learning ability scale, test scores and teaching effectiveness questionnaire were used to evaluate the teaching effect. All tests had a maximum score of 100.ResultsNursing undergraduates in the experimental group had scores of 86.32 ± 8.25 for virtual simulation training and 84.82 ± 9.04 for peer-assisted learning. The scores of the theoretical examination, experimental examination, and subjective questions in the experimental group were significantly higher than those in the control group (P < 0.05). The approval rate of nursing undergraduates in the experimental group was significantly higher than that of the control group for four items (Ps < 0.05). Among the 71 students, most students (91.55%) claimed that the use of instructional designs increased the fun of the classroom. In addition to the dimension of information literacy, the total score of independent learning ability and the other three dimensions of the experimental group were significantly higher than those of the control group (P < 0.05).ConclusionThe teaching design combining smart classrooms and virtual simulation training can be applied to realize online blended teaching and classroom informatization, improving the academic performance and independent learning ability of nursing undergraduates, and thus achieving good teaching effects.

Professional Experience Related to Self-Assessed Teaching Effectiveness Among Physical Therapist Clinical Instructors.

Physical therapist (PT) students learn through clinical practice with the supervision of a clinical instructor (CI). Clinical instructors have teaching, education, and practice experiences that can positively affect their self-assessed clinical teaching effectiveness (CTE), which may improve learning outcomes for students. Identifying CI experiences, such as specific teaching, education, or practice expertise, as they relate to effective clinical teaching may be beneficial in the selection of PT CIs and allow instructors to focus on professional experiences that will elevate their self-assessed teaching abilities. The study included 851 PTs from a large geographical area. The participants had varying educational, clinical, and professional experiences and each had been a CI for at least 1 student clinical education experience. Specific PT CI professional experiences associated with CTE were determined through a correlation study using quantitative data collected online through a validated survey instrument, the Clinical Teaching Effectiveness Questionnaire. This study examined degree earned, PT residency and PT fellowship training, the American Board of Physical Therapy Specialties (ABPTS), American Physical Therapy Association (APTA) Credentialed Clinical Instructor Program (CCIP) level 1 and level 2, years of clinical experience, number of students taught, and number of years of clinical teaching. Results indicated that a higher level of self-assessed CTE was associated with ABPTS certification, CCIP level 1 and level 2, and a higher number of students mentored by a CI. Physical therapist residency training, PT fellowship training, years of clinical experience, and number of years of clinical teaching were not related to self-assessed CTE. Specific teaching, clinical, and practice experiences were related to CTE. To increase PT CI CTE, CIs are encouraged to consider ABPTS certification, CCIP level 1 and level 2, and mentoring students regularly. The PT profession, APTA, and Doctor of Physical Therapy programs should support these endeavors.

Demographic factors and teachers’ effectiveness among secondary school teachers in calabar education zone cross river state, nigeria

The article aims to discuss teaching effectiveness in relation to teacher demographic factors like teachers’ age and teachers’ gender among Secondary School teachers in Calabar Education Zone of Cross River State, Nigeria. To achieve this aim, two hypotheses were stated and tested. These variables have important role to evaluate teachers’ effectiveness as scholarly proven through literatures. The descriptive survey design was adopted for use. The sample consist of one hundred and sixty-four (164) teachers and three hundred and twenty-eight (328) student from the Calabar Education Zone. Teachers’ Demographic Factors Questionnaire (TDFQ) and Teaching Effectiveness Questionnaire (TEQ) were developed by the researcher and validated by experts in Sociology of Education and Test/Measurement. The descriptive statistics, one-way analysis of variance, a post-hoc scheffe &amp; independent t-test were used.&#x0D; The result revealed that teachers’ age and gender significantly influence teaching effectiveness. Based on the findings, it is recommended among others that Government should see teachers age as an asset thereby put in more resources to train them so that they will be of benefit to the students and the society at large.

Two-year longitudinal observational study of junior doctors as clinical teachers: the Associate Clinical Teaching Fellow Program

Introduction: Most clinical teachers are not trained to teach, though they are critical to determining the quality of clinical learning environment. The General Medical Council, United Kingdom, recognises that being a good teacher is not innate, but that skills and attributes can usually be acquired. Clinical teaching is part of training of junior doctors in the United Kingdom, and from learners’ perspectives, junior doctors are effective clinical teachers, but there are few structured opportunities to learn how to teach during clinical training. The Associate Clinical Teaching Fellow (ACTF) program was developed to provide such structured platform for clinical trainees. The aim of this paper is to evaluate the quality of teaching by the trainees against the current-standard of clinical teaching in the first 2 years of its inception, and to adapt validated feedback questionnaires for practical use. Methods: A prospective longitudinal observational study was done over 2 years in a large 1,215 bed tertiary hospital. Multiple cross-sectional assessments of teachings by ACTFs and consultant teachers were done using two validated questionnaires, the Stanford Faculty Development Program-26 (SFDP-26) and the Clinical Teaching Effectiveness questionnaire (CTEQ), and an in-house global (IHG) feedback form prepared by third- and fifth-year students. Both trainees and consultants were unaware of the timing of the SFDP-26 and CTEQ feedbacks. A graphical representation of all responses was used to create a grading system for practical feedbacks. Results: A total of 507 of 765 (66%) of SFPD-26 and CTEQ and 224 of 286 (78%) of IHG questionnaires were returned for 26 trainees and 31 consultants by 266 medical students. There was a statistically significant higher ratings of trainees in seven of eight domains of SFDP-26, and the median (interquartile ranges [IQR]) overall score was 115 (105–126) and 108 (99–121) for trainees and consultants, respectively (P &lt; 0.0001). Similarly, trainees were rated significantly higher in seven of nine CTEQ domains, and this was reflected in the overall score. The patterns were similar for third- and fifth-year students, and the type of learning exposure did not make a difference. With these students, the overall teaching effectiveness correlated (Spearman Correlation Coefficient [SCC]) the most with enthusiastic and stimulating (SCC 0.711; P &lt; 0.0001), establishes rapport (SCC 0.69; P &lt; 0.0001) and is accessible (SCC 0.67; P &lt; 0.0001) in CTEQ, and with learning climate (SCC 0.62; P &lt; 0.0001), communication of goals (SCC 0.54; P &lt; 0.0001) and evaluation (SCC 0.52; P &lt; 0.0001) in SFDP-26. At the end of their rotations, 30% of both groups of students were neutral or disagreed that consultants were essential to their clinical programs compared to 15% (P = 0.001) and 11% (P &lt; 0.0001) of third- and fifth-year students, respectively, felt about trainees. By applying a new grading system derived from the full database of responses, the trainees would be graded 1 and consultants 7 out of 10 possible grades. Conclusions: Teaching delivered by doctors in training within a formal teaching program is of good quality and well received by medical students. There is a need for an equivalent program for trainee clinical educationalists like the Integrated Academic Training scheme of the National Institute of Health Research (NIHR), UK, for trainee academics. More qualitative studies are needed to analyse some of the findings in this study.

Using a Valid and Reliable Measure to Assess Clinical Instructor Self-perception of Teaching Behaviors

Introduction.The purpose of this study was to 1) use the Clinical Teaching Effectiveness Questionnaire (CTEQ) to determine the self-perception of clinical teaching effectiveness (CTE) with a current sample of clinical instructors (CIs) and 2) determine if a relationship exists between CI characteristics and self-perceived ratings.Methods.A cross-sectional study was completed with a convenience sample of 194 physical therapists who served as CIs for 2 universities in the Northeast. Participants completed demographic data and the 30-item CTEQ, a valid and reliable tool, consisting of 4 sections with 8 subscales. Data were reported descriptively, and Mann–WhitneyUtests were completed to determine significant relationships between CI characteristics and the CTEQ subscales.Results.Overall, CIs agreed they were effective clinical teachers. Analysis revealed significant differences in scoring on the subscales of the CTEQ based on curricular model of the program from which the CI graduated, American Physical Therapy Association (APTA) membership, number of students supervised, APTA Advanced CI Credentialing, experience in a teaching role, highest degree earned, and Center Coordinator of Clinical Education role.Discussion and Conclusion.The CTEQ provides a preliminary valid measure for assessing CTE in physical therapy practice. Multiple factors were discovered to have an influence on CI's self-perception of clinical teaching using the CTEQ. Notably, the long-term impact of problem-based learning curricula were associated with identification of student learning domains and total score on the CTEQ, adding new information regarding curricular influence on CIs' self-perception of CTE. The CTEQ can be used by academic programs and clinical sites to develop strategies to better prepare CIs delivery of high-quality clinical education experiences.

Relationships Among Teachers’ Positive Discipline, Students’ Well-being and Teachers’ Effective Teaching: A Study of Special Education Teachers and Adolescent Students With Learning Disabilities in Taiwan

The authors proposed a positive discipline, well-being and teaching effectiveness model that suggested that teachers’ positive discipline would facilitate students’ well-being and effective teaching, and students’ well-being would play a mediating role in the association between positive discipline and teaching effectiveness. The model was tested by including 255 resource room teachers (mean age = 32.71 years, SD = 7.09) and 255 matched adolescent students with learning disabilities (mean age = 14.06 years, SD = .74). Teachers responded to a scale for rating positive discipline strategies, and adolescents completed a students’ well-being questionnaire and a students’ awareness of teachers’ teaching effectiveness questionnaire. To evaluate the fit between the collected data and the proposed model, structural equation modelling was used to analyse the data. The results supported the proposed model and revealed that the link between teachers’ repertoire of positive discipline strategies and their students’ perception of teaching effectiveness was partially mediated by students’ well-being. Thus, the authors suggest that instead of eliminating individual student misbehaviours, teachers should focus more on positive classroom management, which is linked to improved outcomes for students and teachers.

Validity and Reliability of the Arabic Version of the Toland and De Ayala Students’ Evaluation of Teaching Effectiveness Questionnaire

Validity and Reliability of the Arabic Version of the Toland and De Ayala Students’ Evaluation of Teaching Effectiveness Questionnaire

Development of the Clinical Teaching Effectiveness Questionnaire in the United States.

PurposeThe purpose of this study was to develop a valid measure for assessing clinical teaching effectiveness within the field of physical therapy.MethodsThe Clinical Teaching Effectiveness Questionnaire (CTEQ) was developed via a 4-stage process, including (1) initial content development, (2) content analysis with 8 clinical instructors with over 5 years of clinical teaching experience, (3) pilot testing with 205 clinical instructors from 2 universities in the Northeast of the United States, and (4) psychometric evaluation, including principal component analysis.ResultsThe scale development process resulted in a 30-item questionnaire with 4 sections that relate to clinical teaching: learning experiences, learning environment, communication, and evaluation.ConclusionThe CTEQ provides a preliminary valid measure for assessing clinical teaching effectiveness in physical therapy practice.

Utilization Of Electronic Mail And Teaching Effectiveness Of English Language Teachers’ In Secondary Schools In Abak Local Government Area, Akwa Ibom State-Nigeria

The advents of internet and Globalization have brought diversified activities in all aspects of human endeavour including the classroom. The introduction of instructional technologies in the classroom has caused a lot of researches in generating innovative pedagogical strategies to improve classroom communication. This study was therefore on utilization of electronic mail and Teaching effectiveness of English Language Teachers in secondary schools in Abak Local Government Area of Akwa Ibom State –Nigeria. Technology Acceptance model and Diffusion of innovative theories were also used as a foundation for the study. This study adopted the descriptive survey design. Two hypotheses were raised to direct the study. There are 76 graduate English teachers in the 15 public secondary schools in Abak Local Government Area. Simple random sampling technique of hat and draw method was used to select 68 English Language teachers for the study. Researchers developed instrument tagged “Teachers Utilization of e-mail and Teaching Effectiveness Questionnaire (TUETEQ) was used to elicit information from the respondents. The instrument was face, content and criterion validated by two experts all in the Faculty of Education, University of Uyo, Uyo. Split half strategy was done using 12 English Language Teachers in the study area that were not used for the main study. Pearson Product Moment Correlation Co-efficient analysis was used to get the r-value. This value was further treated to Spearman Brown Prophetic formular to get reliability co-efficient of .83. The questionnaire copies were administered to the respondents by the researchers and the copies were collected on the spot after completion. Their responses were coded and used for analysis using t-test statistics. Results of the analysis showed a significant influence of use of e-mail and teachers attitude on teaching effectiveness of English Language. Recommendations were made to improve the teaching of English Language to include among others that teachers of English Language should adopt the use of e-mail as innovative instructional strategy and that teachers should be trained to become computer literates for easy access to e-mail and thus promoting effectiveness of teaching.

Undergraduates’ view of lecturers’ age as a factor in their teaching effectiveness

This study presents students’ view on whether lecturers’ age is a factor in their teaching effectiveness. In this study, 3800 undergraduates were selected to evaluate the teaching effectiveness of 380 lecturers in University of Calabar- Nigeria. A 42-item six-point Likert scaled student evaluation of academic staff teaching effectiveness questionnaire by the researcher elicited responses on the teaching effectiveness of the lecturers. The data collected were collated and analysed using One-way ANOVA and Fisher’s (LSD) multiple comparison analyses. Each of the eight sub-variables of the hypothesis was tested at .05 alpha levels. The results showed a significant influence of lecturers’ age on: Knowledge of subject matter, classroom management skill, ability to motivate students, assessment of students learning activities, relationship with students, assessment of students learning activities, relationship with students, and overall teaching effectiveness. The age of lecturers, therefore, is a function of their teaching effectiveness. The study recommends that workshops, seminars, conference should be organized to enlighten lecturers of all ages on the invaluable importance of student evaluations of instruction/instructor in Nigerian educational system.

Pharmacy Students' Perceptions of a Teaching Evaluation Process

To assess PharmD students' perceptions of the usefulness of Duquesne University's Teaching Effectiveness Questionnaire (TEQ), the instrument currently employed for student evaluation of teaching. Opinions of PharmD students regarding the TEQ were measured using a survey instrument comprised of Likert-type scales eliciting perceptions, behaviors, and self-reported biases. PharmD students viewed student evaluation of teaching as appropriate and necessary, but conceded that the faculty members receiving the best evaluations were not always the most effective teachers. Most students indicated a willingness to complete the TEQ when given the opportunity but expressed frustration that their feedback did not appear to improve subsequent teaching efforts. The current TEQ mechanism for student evaluation of teaching is clearly useful but nevertheless imperfect with respect to its ability to improve teaching. Future research may examine other aspects of pharmacy students' roles as evaluators of teaching.

The development of a student rating of teaching effectiveness questionnaire

The use of student ratings of teaching effectiveness has become the most widely used, and often the only, source of information to assess and improve teaching effectiveness. Important prerequisites for questionnaires for student ratings should, therefore, be reliability and validity. The research reported in this article presents a methodology for developing a teaching effectiveness rating instrument, based on identified dimensions of teaching effectiveness believed to be important. Results obtained from 11 570 respondents of the RAU student rating questionnaire were factor analysed to an oblique simple structure. A first-order solution with four factors resulted: 1) Preparation of lectures; 2) Presentation of lectures; 3) Interaction with students during lectures; and 4) Assessment practices. One second-order factor was also found, representing General Teaching Effectiveness. The research results support the conclusion that the Rand Afrikaans University (RAU) student rating questionnaire is a reliable and valid instrument to implement for formative teaching assessment. South African Journal of Higher Education Vol.15(1) 2001: 84-91

The Dimensions of Students’ Perceptions of Teaching Effectiveness

The use of student ratings of instructional quality is enhanced by an understanding of the nature of the underlying dimensions. In the current investigation, confirmatory factor analysis procedures were used to assess the fit of the original solution for the Student’s Perceptions of Teaching Effectiveness questionnaire to a more recent sample of more than 7,000 university classes. Furthermore, a new exploratory factor analysis was used to examine the factor pattern after excluding certain items. The latter solution was crossvalidated on an additional sample. The analyses provided a clear interpretation of six first-order and two second-order dimensions of instructional quality that are useful across a broad range of university courses. The dimensions of teaching quality obtained by researchers are examined and compared to the results of the current study. Implications for the evaluation of perceived teaching quality are discussed.

Great researcher ... good teacher?

The purpose of this study was to investigate the relationship between the research productivity and teaching effectiveness of baccalaureate nurse educators. This was a nonexperimental, correlational, retrospective study. Sixty baccalaureate nurse educators completed a questionnaire that assessed their research productivity and administered a teaching effectiveness questionnaire to all students in their classes in a given week. No relationship of significance was found between faculty research productivity and teaching effectiveness. Faculty at research institutions were found to be significantly higher research producers than faculty at either comprehensive or liberal arts institutions. No significant difference was found in the teaching effectiveness between faculty employed at research, comprehensive, or liberal arts institutions. Recommendations included (1) broadening the definition of research to include the scholarship of integration, discovery, application, and teaching; (2) implementation of two career tracks for faculty in higher education, with different reward structures for each; and (3) allowing the academic department as opposed to individual faculty to be the basic unit of evaluation.

A teaching effectiveness questionnaire

A teaching effectiveness questionnaire