Analysis of Students’ Evaluation of Teaching Effectiveness Qualities in Nigerian Secondary School Classrooms: Challenges for Teaching/Learning Process
| dc.contributor.author | Owoyemi, T. E | |
| dc.date.accessioned | 2020-03-04T09:34:43Z | |
| dc.date.available | 2020-03-04T09:34:43Z | |
| dc.date.issued | 2009 | |
| dc.description | Staff publications | en_US |
| dc.description.abstract | Establishing the specific criteria by the effective teaching can be evaluated is a vital step in the process of identifying teaching effectiveness qualities. Proper evaluation of teaching effectives establishes a climate that communicates a commitment to professional improvement and it is an expected means by which a teacher should make a valuable contribution to the achievement of the goals of the school. This study focused on the analysis of secondary school students’ evaluation of teaching effectiveness qualities in Nigerian Secondary Schools. A survey design of ex-post facto type was employed, using randomly selected 2988 senior secondary schools chemistry students as sample from the six states in the South West geopolitical zone of Nigeria. The participants were asked to rate the teaching effectiveness qualities expected from chemistry classroom. Data were collected using valid and reliable student’s evaluation of teaching effectiveness scale (SETES). Three research questions were answered in the study and data were analyzed using descriptive statistical tools. The results indicated that the average rating of teaching effectiveness variables by the student is (2.9447≤x≥3.5155). it implies that on the average, the students agreed that all the 50 variables in SETES are important and relevant indices of teaching effectiveness. The probability distributions of all the teaching effectiveness variables are asymmetrical. They are all negatively skewed (-1.6240 and -0.6070) and it indicates that most of the students rated all the items high as seminal to effective teaching in chemistry classroom. The kurtosis (k) are generally positive (0.0450 ≤k≤2.4530) except var16 (-0.4920) and Var48 (-0.0070), it implies that most of the distribution are leptokurtic. The major finding of the study was that Nigerian students’ rating of what constitute teaching effectiveness compared favourably with those of experts/researchers from developed countries. This showed the level of preparedness of Nigerian secondary school students in the effective evaluation of their teachers. Therefore, students’ evaluation of teaching effectiveness instrument should be developed based on the identified qualities | en_US |
| dc.identifier.citation | Owoyemi T. E. (2009). Analysis of Students’ Evaluation of Teaching Effectiveness Qualities in Nigerian Secondary School Classrooms: Challenges for Teaching/Learning Process. African Journal of Social Research and Development, 1&2, 11-22 | en_US |
| dc.identifier.issn | 0582-2351 | |
| dc.identifier.uri | https://ir.unilag.edu.ng/handle/123456789/8021 | |
| dc.language.iso | en | en_US |
| dc.publisher | African Journal of Social Research and Development | en_US |
| dc.relation.ispartofseries | African Journal of Social Research and Development;Vol.(1&2) | |
| dc.subject | Teaching | en_US |
| dc.subject | Secondary Schools | en_US |
| dc.subject | Climate | en_US |
| dc.subject | Students evaluation | en_US |
| dc.subject | Research Subject Categories::SOCIAL SCIENCES::Social sciences::Education | en_US |
| dc.title | Analysis of Students’ Evaluation of Teaching Effectiveness Qualities in Nigerian Secondary School Classrooms: Challenges for Teaching/Learning Process | en_US |
| dc.type | Article | en_US |