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Students' perceptions of teaching skills and overall effectiveness across instructional settings

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Abstract

This study examines the differences in students' perceptions of the amount of improvement in dimensions of teaching skills across levels of instruction, class sizes, and disciplines. The relationship between factor scores on the dimensions of teaching and students' overall ratings are also analyzed across instructional settings.

Student ratings were collected in 2,816 classes in a Faculty of Commerce over three semesters. Using class means as a unit of analysis, the data were factor-analyzed. Factor scores were used as dependent variables in examining differences across course characteristics. Factor scores were further used to predict ratings of the overall quality of instruction. These predictions were subsequently compared across instructional settings.

In the combined sample, differences in students' perceptions were found across levels of instruction for all factors, and across class size for two factors. When analyses were conducted on these variables within separate disciplines, the results varied. The relationship between factor scores on the dimensions of teaching and students' overall ratings varied across instructional settings.

The results are discussed in relation to previous research on the dimensions of teaching and in relation to the concept of students' normative assumptions about teaching behavior. Some practical implications of the results are also described.

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Authors and Affiliations

  1. Faculty of Education, Brock University, L2S 3A1, St. Catharines, Ontario, Canada

    Patricia A. Cranton

Authors
  1. Ronald A. Smith
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  2. Patricia A. Cranton
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Smith, R.A., Cranton, P.A. Students' perceptions of teaching skills and overall effectiveness across instructional settings. Res High Educ 33, 747–764 (1992). https://doi.org/10.1007/BF00992056

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  • DOI: https://doi.org/10.1007/BF00992056

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