Student Perceptions of Teaching Quality: Dimensionality and Halo Effects

Röhl, Sebastian; Rollett, Wolfram

doi:10.1007/978-3-030-75150-0_3

Cited by 8 publications

(5 citation statements)

References 28 publications

(38 reference statements)

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“…, 2004), questionnaire data from student feedback, as used for our analysis, can be one important feedback source to reflect on teaching and improve on instructional practices (Yang et al. , 2021; Röhl and Gärtner, 2021; Costa-Neri et al. , 2022).…”

Section: Discussionmentioning

confidence: 99%

Health professions’ perspective on emergency remote education

Ribeiro

Ramos

Bechara

et al. 2023

HESWBL

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PurposeThe COVID-19 pandemic has created a significant disruption in the educational systems worldwide. Some institutions opted for emergency remote education due to the need to cancel in-person activities. The aims of this paper were to evaluate the use of asynchronous methodology in health sciences education, determine whether asynchronous methodology was sacrificing overall student satisfaction, and investigate whether satisfaction improved as the program develops.Design/methodology/approachInitially, there was phase 1 that corresponded to four weeks of activities. Each professor produced a video lesson, and after each video lesson, a weekly educational activity was made available. Next, phase 2 was implemented using the same methodology, however lasting six weeks. Three questionnaires were developed, and a Likert scale was administered to verify the students’ level of satisfaction. Data were analyzed using frequency distributions, mean values, standard deviation and confidence interval. The normality of the sum data (total of the questionnaires) was tested using the Kolmogorov–Smirnov test.FindingsAlthough the students pointed out that the asynchronous methodology facilitated access to the content and considered this methodology satisfactory, they expressed a reduced level of satisfaction regarding emergency remote education in general when data from the first weeks were compared to those of the previous weeks. It is clear that students became increasingly discouraged and tired over time, which motivated the institution to shift into a combination of synchronous and asynchronous methodology to improve student learning.Originality/valueTeaching in the field of health care encompasses difficult competencies that sometimes are impossible to be learned remotely, so there is a need to examine and evaluate properly the remote education in this area. With careful planning, educational institutions can evaluate their experiences during the pandemic, allowing those involved to highlight strengths and identify weaknesses to better prepare for future needs to improve remote education.

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Section: Discussionmentioning

confidence: 99%

Health professions’ perspective on emergency remote education

Ribeiro

Ramos

Bechara

et al. 2023

HESWBL

View full text Add to dashboard Cite

show abstract

“…Issues of validity and reliability cannot be ignored when interpreting the results (Bijlsma, 2021). The same can be said for the “halo effects” of “community” – or perceived teacher warmth- and/or student interest in the subject (Röhl and Rollett, 2021). Research also shows that perceptions of teachers change according to classroom characteristics (Fauth et al.…”

Section: Theoretical Frameworkmentioning

confidence: 94%

Teacher-student relationship and teaching styles in primary education: A model of analysis

Cardenal,

Díaz-Santana,

González-Betancor

2023

JPCC

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PurposeThe teacher role in the classroom can explain important aspects of the student's school experience. The teacher-student relationship, a central dimension of social capital, influences students' engagement, and the teaching style plays an important role in student outcomes. But there is scarce literature that links teaching styles to teacher-student relationship. This article aims to (1) analyze whether there is a relationship between teaching styles and the type of relationship perceived by students; (2) test whether this relationship is equally strong for any teaching style; and (3) determine the extent to which students' perceptions vary according to their profile.Design/methodology/approachA structural equation model with four latent variables is estimated: two for the teacher-student relationship (emotional vs educational) and two for the teaching styles (directive vs participative), with information for 21,126 sixth-grade primary-students in 2019 in Spain.FindingsTeacher-student relationships and teaching styles are interconnected. The participative style implies a better relationship. The perceptions of the teacher are heterogeneous, depending on gender (girls perceive clearer than boys) and with the educational background (children from lower educational background perceive both types of teaching styles more clearly).Originality/valueThe analysis is based on the point of view of the addressee of the teacher's work, i.e. the student. It provides a model that can be replicated in any other education system. The latent variables, based on a periodically administered questionnaire, could be estimated with data from diagnostic assessments in other countries, which in turn would allow the formulation of context-specific educational policy proposals that take into account student feedback.

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“…Therefore, the more plausible explanation is that it may be so that climate change education in the gifted and normal school are more or less similar, but the students in the gifted school perceive their education to be more relevant for one reason or another. For instance, it is possible that the students in the gifted school merely perceive their education to be more relevant, due to psychological biases, such as the halo effect or endowment effect [45]. Afterall, they are attending a prestigious school, to which it is hard to get into, so one might assume that the quality of teaching in that school must also be better.…”

Section: Differences In Schoolsmentioning

confidence: 99%

Climate Competencies of Finnish Gifted and Average-Ability High School Students

Tolppanen,

Kang,

Tirri

2023

Education Sciences

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In the face of global issues such as climate change, the world needs action competent, transformationally gifted citizens, who are willing to step up and take responsibility for a better future. However, empirical evidence on what supports the development of transformational giftedness is limited. Furthermore, the relationship between academic giftedness and transformational giftedness has not been clearly pronounced. The purpose of this study is to address this research gap by examining students’ climate competencies. A total of 1703 students from five Finnish high schools (grades 10–12) participated in this study. Using a questionnaire, students’ climate change knowledge, values, willingness to take action, sense of responsibility, environmental concern, and perceptions on how climate change issues are dealt with in school were examined. Four of the schools were general education high schools, while one was for students formally identified as gifted students. The findings indicate that academically gifted students in both general education schools and the gifted school show more climate competencies than average-ability students. Furthermore, gifted students that attended the school for gifted students show more climate competencies than the gifted students from general education schools. Based on the findings, the paper discusses how the development of transformational giftedness can be better supported in education.

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Student Perceptions of Teaching Quality: Dimensionality and Halo Effects

Cited by 8 publications

References 28 publications

Health professions’ perspective on emergency remote education

Health professions’ perspective on emergency remote education

Teacher-student relationship and teaching styles in primary education: A model of analysis

Climate Competencies of Finnish Gifted and Average-Ability High School Students

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