Cognitive and Affective Outcomes: Their Relationship to Effective Teaching and Students' Evaluations of Instruction.

Autor/inn/en	Overall, Jesse U.; Marsh, Herbert W.
Titel	Cognitive and Affective Outcomes: Their Relationship to Effective Teaching and Students' Evaluations of Instruction.
Quelle	(1978), (20 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Affective Behavior; Cognitive Development; College Instruction; College Students; Conference Reports; Factor Analysis; Higher Education; Questionnaires; Research Projects; Self Evaluation; Student Evaluation of Teacher Performance; Teacher Effectiveness; Undergraduate Students + Suchen Sie Ihr Suchwort? Affective disturbance; Active behaviour; Affektive Störung; Kognitive Entwicklung; Hochschullehre; Collegestudent; Faktorenanalyse; Hochschulbildung; Hochschulsystem; Hochschulwesen; Fragebogen; Forschungsvorhaben; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg
Abstract	The relationship between students' evaluations and both cognitive and affective consequences of instruction was investigated. A total of 924 undergraduate students of the University of California at Los Angeles who had completed an introductory computer programming class were subjects. Responses to a 38-item evaluation questionnaire provided students' perceptions of instructional effectiveness at the end of each quarter. A correlation matrix was computed for the items based on individual student responses. Factor analysis, a principal components solution followed by a varimax rotation, of the correlation matrix, which yielded an orthogonal solution, was carried out. The evaluation instrument also included five items designed to provide information about a student's perception of his or her affective growth. Results confirmed that by the end of the quarter, students' evaluations of instructional effectiveness were positively related to their achievement in the course. Ratings on the evaluation dimensions "concern" and "examinations," as well as on the overall instructor rating item, bore the strongest relationships with students' positive cognitive outcomes. Definite, statistically significant relationships with affective outcomes were found both for the overall course summary item, and for the rating components of "concern,""examinations,""interaction," and "learning." The questionnaire items are appended. (SW)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC