A Multilevel Factor Analysis of Students’ Evaluations of Teaching

Abstract

This study examined the factorial validity of scores on the newly developed Students' Evaluation of Teaching Effectiveness Rating Scale (SETERS) through a series of confirmatory and multilevel structures. Conventional confirmatory factor analyses using the total covariance and pooled within-covariance matrices from two midwestern universities indicated that a reduced 25-item SETERS fit the data better than the original 34-item SETERS. Furthermore, multilevel factor analysis was conducted on the combined samples. This analysis suggested that one or three factors at the between and within levels were a plausible representation of SETERS scores. Pearson's correlations between individual scores on the SETERS and the Students' Evaluation of Educational Quality questionnaire provided additional validity evidence for the two measures. The need for additional empirical research on the SETERS before widespread use is discussed.

The Quality of Teaching and Learning towards the Satisfaction among the University Students

“…The research sample consisted of 387 students who were selected using the cluster random sampling at each of the faculties of the university chosen. The research instruments were constructed based on the previous studies conducted by (Marsh 1990;Toland & De Ayala 2005;Gursoy & Umbreit 2005;Lin et al 1994; Flinders University 2001; Oxford Brookes University 2005) which covered the nine aspects, such as the 1) courses, 2) lecturers' motivation, 3) instructional design, 4) relationship among students, 5) relationship between the students and lecturers, 6) assignment, 7) lecturers' competence, 8) obstacles and constraints, and 9) evaluation. The dependent variable in this research was the satisfaction which involved the five items of overall students' satisfaction, which were the quality of the facilities, quality of the learning process, quality of service, quality of curriculum, and quality of instructional design.…”

“…It can be concluded that the components contained in the teaching and learning processes are the main factors determining the quality of teaching; which consists of the lecturer (motivation, competence, the technique of building rapport with the students), teaching tools (courses, syllabus, media, teaching methods), students (students' competence, relationship among students), and instructional implementation (explanation on lecture materials, task assignment, evaluation, as well as restraints in teaching). In details, the components of the quality of teaching and learning are elaborated by (Marsh 1990;Toland & De Ayala, 2005;Gursoy & Umbreit, 2005;Oxford Brookes University, 2005) which entails the nine components altogether, which are the 1) courses, 2) lecturers' www.ccsenet.org/ass Asian Social Science Vol. 9, No.…”

Relationship between Students’ Perception toward the Teaching and Learning Methods of Mathematics’ Lecturer and Their Achievement in Pre-University Studies

“…There are a few components contained in the teaching and learning processes that are the main factors determining the quality of teaching which is consists of the lecturer (motivation, competence, the technique of building rapport with the students), teaching tools (courses, syllabus, media, teaching methods), students (students' competence, relationship among students), and instructional implementation (explanation on lecture materials, task assignment, evaluation, as well as restraints in teaching) (Suarman et al, 2013). According to Marsh (1990), Toland and De Ayala (2005), Gursoy and Umbreit (2005), Oxford Brookes University (2005), there are nine components of the quality of teaching and learning, which are the 1) courses, 2) lecturers' motivation, 3) instructional design, 4) relationship among students, 5) relationship between the students and lecturers, 6) assignment, 7) lecturers' competence, 8) obstacles and constraints, and 9) evaluation.…”

Questionnaire evaluating teaching competencies in the university environment. Evaluation of teaching competencies in the university

“…This is why we find numerous instruments such as the "Students' Evaluation of Teaching Effectiveness Rating Scale" (Toland, & De Ayala, 2005), the "Teaching Proficiency Item Pool" (Barnes et al, 2008), the questionnaire for student evaluation of teaching (SET 37, Mortelmans, & Spooren, 2009), the Exemplary Teacher Course Questionnaire (Kember, & Leung, 2008), or the "Teaching Behavior Checklist" (Keeley, Furr, & Buskist, 2010).…”