Perception of Students Teaching Quality Determinants and Effectiveness

Abstract

The purpose of this study is to examine the perceptions among students from three public Universities, particularly students from Universiti Teknologi MARA, Universiti Sains Malaysia, and Universiti Utara Malaysia towards lecturers teaching Quality determinants. A field survey among students from different field of studies (Social Sciences and Pure Sciences) was conducted through a questionnaire. The data were factor-analyzed to determine the key dimensions of lecturers teaching quality. The resulting dimensions were applied in the subsequent discriminant and univariate analysis conducted to determine which factors discriminate between students on the basis of perceived students-lecturers interaction. The result shows that seventeen dimensions, namely: clarity, practicality, exercises, attention, enthusiasm, creativity, feedback, syllabus, motivation, extra reading, availability, technology, punctuality, current issue, approachable, language use, and communication discriminate between students in terms of lecturers teaching performance and students perceptions of teaching quality. Findings suggest that the lecturers can promote and enhance teaching effectiveness by applying clarity, practicality, exercises, attention, enthusiasm, creativity, feedback, syllabus, motivation, extra reading, availability, technology, punctuality, current issue, approachable, language use, and communication to students during lecturer-student interaction in the classroom. This study add value by unveiling the key antecedents and predictors of students perceptions thus confirm the plateau of confirmation and disconfirmation theory development.

Significance of Emotional Intelligence in the Era of Artificial Intelligence: A Study on the Application of Artificial Intelligence in Financial and Educational Services Sector

“…The study conducted by Hussin, Jusoff, Omar (2008) to evaluate students" perception towards factors determining lecturers" teaching ability, showed that seventeen dimensions, namely: clarity, practicality, exercises, attention, enthusiasm, creativity, feedback, syllabus, motivation, extra reading, availability, technology, punctuality, current issue, approachable, language use, and communication help in differentiating lecturers" teaching performance and students" perceptions of teaching quality. The findings of this study suggest that the lecturers should consider these dimensions during lecturer-student interaction in the classroom.…”

Technical lecturers' perception on student evaluation

“…Students as the major consumers of the higher education system are in a position to evaluate teaching because they are the observers of the lecturers in the classroom (Su, 1995). Hussin et al (2008) suggested that student's perceptions are important in assessing and evaluating the quality of teaching as they form the end part of the process whereby a high quality teaching is expected to transform into a better performance in students. Feedback from students may help lecturers to improve their teaching performances.…”

Lecturer’s Gender and their Valuation of Student Evaluation of Teaching

“…In this perspective, the student evaluation is seen as a key step in the drive to improve the effectiveness of teaching and learning and raise educational standards (Santiago & Benavides, 2009). Hussin, Jusoff, and Wan-Omar (2008) posited that students' perceptions are important in assessing and evaluating the quality of teaching. Gold (2001) regards SET as a useful tool to improve classroom instruction, student learning, and to foster professional growth of the teacher, and also the results of such evaluation are used for administrative/personnel decisions.…”