Do Student Reported Achievements Have Validity as Measures of Instructional Efficacy? A Study of the Relationship between Instructional Context and Student Reported Achievements.

Autor/inn/en	Ohara, Takeshi; Purcell, Thomas D.
Titel	Do Student Reported Achievements Have Validity as Measures of Instructional Efficacy? A Study of the Relationship between Instructional Context and Student Reported Achievements.
Quelle	(1980), (12 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Academic Achievement; Classroom Environment; College Science; Correlation; Course Content; Course Evaluation; Difficulty Level; Factor Structure; Higher Education; Questionnaires; Self Evaluation (Individuals); Student Evaluation of Teacher Performance; Teaching Styles; Test Validity + Suchen Sie Ihr Suchwort? Schulleistung; Klassenklima; Unterrichtsklima; Korrelation; Kursprogramm; Schwierigkeitsgrad; Faktorenstruktur; Hochschulbildung; Hochschulsystem; Hochschulwesen; Fragebogen; Lehrstil; Unterrichtsstil; Testvalidität
Abstract	The relationship between student reported achievements (SRA) and student ratings of their corresponding course and teacher was investigated, from responses to the Instructor and Course Evaluation Questionnaire. The SRA consisted of 10 commonly accepted concepts of cognitive and individual development; their average was used as a measure of instructional efficacy. The ratings were organized by four factors. (1) personal-interpersonal relationship between student and teacher; (2) course structure; (3) course quality; and (4) course difficulty. There were ten groups representing a combination of grade level, freshman to graduate, and a science versus non-science dichotomy. Correlations between SRA and the first three factors were significant, supporting the thesis that self-reported achievement may be substituted for actual achievement. After regression, course quality and structure were the most important predictors of instructional efficacy for eight of the ten groups. In the science freshman group, the personal-interpersonal factor was most important; no single factor contributed to instructional efficacy of science sophomores. Contrary to expectation, course difficulty was not a strong predictor for any group, implying that it is irrelevant to SRA if course structure and quality are adequate. (CP)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC