A Factor Analytic Study of Graduate Education Students' Ratings of Research Methods Instruction.

Autor/inn/en	Gruetzemacher, Richard R.; Morris, Ronald J.
Titel	A Factor Analytic Study of Graduate Education Students' Ratings of Research Methods Instruction.
Quelle	(1992), (19 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Achievement; Course Evaluation; Education Majors; Factor Analysis; Graduate Students; Graduate Study; Higher Education; Introductory Courses; Likert Scales; Masters Programs; Methods Courses; Preservice Teacher Education; Research Methodology; Student Attitudes; Student Evaluation of Teacher Performance; Success; Teacher Behavior; Teacher Education Curriculum; Tennessee + Suchen Sie Ihr Suchwort? Schulleistung; Faktorenanalyse; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Hochschulbildung; Hochschulsystem; Hochschulwesen; Einführungskurs; Likert-Skala; Magister course; Magisterstudiengang; Methodisch-didaktische Anleitung; Lehramtsstudiengang; Lehrerausbildung; Research method; Forschungsmethode; Schülerverhalten; Erfolg; Teacher behaviour; Lehrerverhalten
Abstract	Constructs underlying student ratings of instruction in an introductory master's level educational research course were investigated in order to gain a better understanding of instructor behaviors that facilitate student success. During academic years 1990-91 and 1991-92, an institutionally developed scale was administered to students enrolled in master's level education courses at a metropolitan university in Tennessee. Students majored in education, counseling, and school psychology. A 17-item institutionally-developed 7-point Likert-type rating scale was used to elicit perceptions of the instructor and course characteristics thought to be related to instructional outcomes. Included among 1,597 student ratings were 144 from students who rated research methods classes. Independent principal components analyses followed by varimax rotations were conducted on ratings from those enrolled in research methods classes and those enrolled in other graduate classes. Research methods ratings yielded 4 factors accounting for 75.2 percent of the variance, while from other graduate education ratings, only 3 factors accounted for 73.3 percent of the variance. The unique research factor "thoroughness" together with specific item comparisons suggested the existence of a different rating policy within research methods classes. Two tables are included. (Author/RLC)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC