Student evaluation towards educator performance for Technical College in Malaysia

Student feedback is one of the important components in the learning and teaching process evaluation at various stages of higher level education in Malaysia. Kolej Kemahiran Tinggi MARA Sri Gading (KKTMSG) with eight departments is a location of study that have intakes twice a year, January-June (JJ) and July-December (JD). A continuous assessment by student has been executed over years and compulsory to fill in during the final examination week around May and November. Four objectives of this study are to determine if there is any correlation exist between Educator Mark with Total Marks of Personality and Teaching and Learning, to investigate if there is any correlation exist between Personality and its criteria, to explore if there is any correlation exist between Teaching and Learning and its each criteria and finally to determine if any association exist between Gender and Educator Mark with hypothesis null that both variables are independent. Main instrument used is a questionnaire with quantitative research design sur-vey technique consists of basic Demography, Personality and Teaching and Learning sections. The survey question is in a Likert scale start from 1 to 5 that represent Never, Almost Never, Sometimes, Almost Every Time and Every Time respectively. The dependent variable is an Educator Mark meanwhile the independent variables consists of 24 variables known as Semester, Year, Educator, Gender, Department, Student, 20 variables of criteria selection from Personality with 8 questions and from Teaching and Learning with 12 questions in a Likert scale. Descriptive analysis, correlation analysis and chi-square test have been adopted to this study. Result shows that 55.4% and 44.6% of the sample data are male and female respectively, which sounds reasonable represent the population of educator in KKTMSG and the highest respondent for both genders represent from PA Department. First objective presents a strong relationship with correlation value at 0.976 for Teaching and Learning compared to Personality and second objective shows all criteria have strong relationship with criteria Fairness, E presents highest correlation value at 0.976 compared to others. In the meantime, third objective 3 display similar result that criteria Committed During Teaching and Learning Process, T represents highest correlation value at 0.984 compared to others. All these results were based on significant p-value of less than 0.05. Finally, a Chi-Square Test conclude that Gender and Educator Mark are independent, and this shows that students are freely to evaluate educator in KKTMSG without consider or concern either the educator is male or female

Personality Traits and Teaching Practices of Supervisors in Postgraduate Residency Training

Background: To study the type of relationship (positive correlation, negative correlation or no correlation) between different traits of supervisor’s personality and their teaching practices in postgraduate residency training.Methods: In this co- relational study registered supervisors (n=121) currently supervising post graduate training and their registered trainees (n=242, two trainees for one supervisor), were included.Two well validated questionnaires namely BFI (Big five inventory) and systematics evaluation of teaching qualities (SETQ) employing five point likert scale were used to collect data. Five factor model (15 items) covering conscientiousness, agreeableness, extraversion, emotional stability and openness was given to assess personality traits of supervisors. Residents evaluated overall teaching practices of respective supervisorusing a validated 21-item System for Evaluation of Teaching Qualities (SETQ) tool. It also evaluated five specific domains like learning climate, professional attitude, communication, evaluation, and feedback. Inter-scale correlations between two scales as a whole and between subscales were calculated by using Pearson’s correlation coefficient (r). Values < 0.05 were taken as statistically significant.Results: Positive correlation(r=.124,p=.175 statistically insignificant) was observed between personality traits and teaching practices. Positive correlation (statistically insignificant) was found between conscientiousness(r =.16, p =.06) and agreeable (r =.06, p =.49) traits of supervisor’s personality with their teaching practices in relation to post graduate training.Conclusion: None of the personality trait of supervisors appeared to have any significant correlation with their teaching performances generally in postgraduate residency training. Positive correlation(statistically significant) was observed between conscientiousness trait of supervisor’s personality and learning climate(r =.18, p =.04), professional attitude (r =.20, p =.02) and feedback (r =.18, p =.04)domains of teaching practices

Preservice Teachers’ Constructivist Teaching Scores Based on Their Learning Styles

This study examined the relationship between pre-service teachers’ constructivist teaching and their learning styles based on Kolb’s Experiential Learning Theory. The Learning Styles Inventory-3 was administered at the beginning of the semester to determine preferred learning style. The Constructivist Teaching Evaluation Form was filled out by pre-service teachers following the microteaching session. Bivariate correlation and ANOVA anayses were conducted to evaluate the learning style-teaching relationship. Results showed that students’ teaching evaluation scores were positively correlated with their active experimentation (AE) and negatively correlated with their reflective observation (RO) scores. ANOVA results showed that accommodating students had significantly higher self-evaluation scores than diverging and assimilating students. Moreover, converging students rated themselves higher than diverging students on constructivist teaching. These results imply that pre-service teachers who prefer constructivist learning strategies deliver better constructivist lessons based on their self reports

Learning Styles of Students and Teaching Styles of Teachers in Business Education: A Case Study of Pakistan

AbstractThe purpose of the research was to find the association between learning styles and teaching styles at undergraduate level in a business school. Canfield Learning Styles Inventory (CLSI, 1992) and Staffordshire Evaluation of Teaching Styles (SETS, 2007) were used. 262 students and 12 teachers were taken through random sampling from four disciplines: Marketing, Management, Human Resource Management, and Finance. There was a positive correlation between student learning style and teacher teaching style, which was statistically significant (r = .77, n = 262, P < .0005). The results clearly indicate that awareness raising sessions should be arranged for students and teachers to realize the importance and implications of knowing their learning and teaching styles in business education environment

Analysis of the cores of these Improvements of Online Teaching System and Model－Based on the Evaluation and Feedback on the Online Teaching Model and Teaching Platform

In recent years, MOOC, SPOC and other online teaching modes have attracted widespread attention. Online teaching platforms such as Tencent Classroom and MOOC of Chinese universities have emerged in an endless stream. During the 2020 outbreak of COVID-19, schools at all levels actively engaged in online teaching. The problems and challenges faced in the course of this teaching process will push the research hotspots of modern educational technology to construct the online teaching model that meets the needs of colleges and universities in the context of Internet + Education . This study collected the evaluation and feedback of college students from different universities and different majors on online teaching mode and teaching platform, conducted a quantitative study of SPSS samples, and analyzed the influence of learners\u27 and teachers\u27 participation on online teaching effect. Results show that: there is a positive correlation between learners\u27 attitude towards online teaching and the effect of online teaching, and between learners\u27 participation and the effect of online teaching. There is also a positive correlation between teacher’s participation and effect of online teaching. There is no clear correlation between learners\u27 use of equipment and online teaching effectiveness. Through the interview, learners reported low self-evaluation in online learning, and there are some problems in the teaching process, such as lack of teaching experience, poor platform interaction ability, and low supervision ability of managers. This study argues that in the development of online teaching, learners\u27 and platform users\u27 sense of experience and teachers\u27 participation should be further improved and perfected

Best Practices In Online Pedagogy: A Pearson Correlation Analysis Between Teaching Evaluation Scores And Transactional Distance Scores In Online Graduate Courses

The purpose of this quantitative study was to discover how four universally recognized best practices in online pedagogy affected teaching evaluation scores in online graduate courses. The four best practices in online pedagogy are: Course Organization and Presentation, Learning Objectives and Assessments, Instructor-Student Interpersonal Interaction, and the Appropriate Use of Video or Multimedia. The researcher modified these best practices from the Jaggars and Xu (2016) Online Course Quality Rubric. The study utilized Dr. Michael G. Moore’s (1973) theory of transactional distance to understand the relationship between teaching evaluation scores and transactional distance. University instructional designers assessed and rated how well the researcher incorporated the best practices and awarded each course a transactional distance score (TDS). The researcher used a Pearson’s correlation analysis to measure the strength of the relationship between teaching evaluation scores and TDS. A thorough literature review revealed a gap in research related to how best practices in online pedagogy affected teaching evaluation scores in online graduate courses. This research study added to the body of knowledge about the gap within the existing literature

Student feedback towards educator performance in technical college: a case study in KKTMSG Johor Malaysia

Student feedback is one of the important component in the learning and teaching process evaluation at various stages of higher level education in Malaysia. Kolej Kemahiran Tinggi MARA Sri Gading (KKTMSG) with eight departments is a location of study that have intakes twice a year, January-June (JJ) and July-December (JD). A continuous assessment by student has been executed over years and compulsory to fill in during the final examination week around May and November. Four objectives of this study are to determine if there is any correlation exist be-tween Educator Mark with Total Marks of Personality and Teaching and Learning, to investigate if there is any correlation exist between Person-ality and its criteria, to explore if there is any correlation exist between Teaching and Learning and its each criteria and finally to determine if any association exist between Gender and Educator Mark with hypothesis null that both variables are independent. Main instrument used is a ques-tionnaire with quantitative research design survey technique consists of basic Demography, Personality and Teaching and Learning sections. The survey question is in a Likert scale start from 1 to 5 that represent Never, Almost Never, Sometimes, Almost Every Time and Every Time respectively. The dependent variable is an Educator Mark meanwhile the independent variables consists of 24 variables known as Semester, Year, Educator, Gender, Department, Student, 20 variables of criteria selection from Personality with 8 questions and from Teaching and Learn-ing with 12 questions in a Likert scale. Descriptive analysis, correlation analysis and chi-square test have been adopted to this study. Result shows that 55.4% and 44.6% of the sample data are male and female respectively, which sounds reasonable represent the population of educa-tor in KKTMSG and the highest respondent for both genders represent from PA Department. First objective presents a strong relationship with correlation value at 0.976 for Teaching and Learning compared to Personality and second objective shows all criteria have strong relationship with criteria Fairness, E presents highest correlation value at 0.976 compared to others. In the meantime, third objective 3 display similar result that criteria Committed During Teaching and Learning Process, T represents highest correlation value at 0.984 compared to others. All these results were based on significant p-value of less than 0.05. Finally, a Chi-Square Test conclude that Gender and Educator Mark are independent, and this shows that students are freely to evaluate educator in KKTMSG without consider or concern either the educator is male or female

Flip the Switch: Swapping the Socratic Method for Applied Learning in Evidence LAW 646

This course portfolio documents my evaluation of my teaching methods and student learning in an Evidence law course. My goal was to document positive outcomes associated with applied learning through a flipped course structure. The data, however, suggests that more research is necessary to determine whether there is a strong correlation between a flipped course and student learning. The data suggests students are generally performing as expected in the course. It also indicates that providing lectures and problem sets before class is effective but may not be more effective than providing them in class, suggesting the timing of the lectures and problem sets may be less helpful than I had hoped. This evaluation also led me to recognize a flipped classroom may increase the divide between prepared and unprepared students. Finally, my evaluation highlighted students’ resistance to active learning methods and a preference for a passive learning environment. This process has informed and provided direction for my future scholarship in legal pedagogy

Tinjauan Persepsi Staf Dan Pelajar Terhadap Amalan Pelaksanaan Sistem ISO 9002 Di POLIMAS

This study is an investigation into the staff and customer's (students) perception in implementing excellent applications of quality principles based on ISO 9000. Its specific objective focuses on the following evident: (a) the existence of excellent applications of quality principles based on ISO 9000, (b) the difference in perception among Commerce and Engineering staff on excellent applicatiors, (c) the existence of customers satisfaction towards teaching and learning practices, (d) the difference in perception among Commerce and Engineering customers toward teaching and learning practices and (e) the relationship between customer satisfaction and the excellent application based on ISO 9000 quality principles. Data from variables of leadership commitment on quality, customer-oriented quality, staff participation, recognition, training and development, continual improvement, teaching quality, performance-evaluation quality and counseling quality had been compiled using questionnaires from 92 pairs of respondents (qualified lecturers and final-year student) who had been chosen by simple random procedure. Six specific hypotheses were designed for justifications. Statistical instruments like descriptive, t-test and ANOVA, Pearson Correlation test and multiple regression analysis were used. The outcome of the study reveal: descriptively, the excellent application of the quality principles based on ISO 9000 reached an almost high level, indicating the mean to be between 2.80 - 3.42, while customers satisfaction toward teaching and learning practices showed at the satisfactory level in which the mean was between 4.09 - 4.28. Both the t and ANOVA tests depicted a difference in the perception of Commerce and Engneering lecturers on the implementation of excellent operations in POLIMAS. Similarly, there was a difference in customers satisfaction between Commerce and Engineering Department towards teaching and learning practices. Both differences were proven statistically due to gender factors. Findings through correlation and regression tests, showed significant relationships among the four variables; leadership commitment towards quality, customers-oriented quality, staff participation and recognition with teachlng quality, performance-evaluation quality and counseling quality. However the result indicated a relatively low level (1 1.9%)