Teaching effectiveness

Knowing what defines ‘effective teaching’ contributes significantly to the appropriateness and validity of the instruction provided to pre-service teachers during their initial training. This may help them to perform as expert teachers before finishing their university training. This study aims to reflect upon the most significant models and theoretical contributions of each of the five most common methods for investigating teaching effectiveness in the current scientific literature. To that end, the main scientific sources within this field of study have been obtained on the Internet through the Web of Science (WoS), Scopus and ERIC. The sources were selected for their relevance to the topic, which was determined by assessing the citations generated by the academic works and the impact of the journals in which they were published. The results show that the key and most central factor salient in teaching quality is related to the teachers themselves and their training. Thus, any educational model that seeks educational excellence must focus foremost on ensuring care and respect for teaching professionals, beyond economic investment, resource availability, or any other factors.

Researchers and policymakers in the US and beyond increasingly seek to identify teaching qualities that are associated with academic achievement gains for K-12 students through effectiveness studies. Yet teaching quality varies with academic content and social contexts, involves multiple participants, and requires a range of skills, knowledge, and dispositions. In this essay, we address the inescapable tension between complexity and scale in research on teaching effectiveness. We provide five recommendations to study designers and analysts to manage this tension to enhance effectiveness research, drawing on our recent experiences as the first external analysts of the Measures of Effective Teaching (MET) study. Our recommendations address conceptual framing, the measurement of teaching (e.g., observation protocols, student surveys), sampling, classroom videoing, and the use and interpretation of value-added models.

The purpose of this research is to synthesize the results of experimental studies which investigated the effect of certain contemporary learning approaches including cooperative learning, multiple intelligence-based learning, problem-based learning, and constructivist learning approach on students' mathematics achievement via meta-analysis method. In order to collect the data, first the inclusion criteria were determined and a coding form was developed. As a result, the meta-analysis involved 47 experimental studies published between 2005 and 2014, which investigated the impact of contemporary learning approaches on learners' mathematics achievement. Based on the findings obtained from 2627 subjects who took part in these studies, a synthesis was done about the impact of contemporary learning approaches on mathematics achievement. The analysis based on the random effects model revealed that using contemporary learning approaches have a significant (p< 0.001) impact on mathematics achievement with a large effect size (d=0.93). This finding suggests that using contemporary learning approaches in mathematics lessons is effective in increasing the learners' mathematics achievement. As a result of the comparisons of common effect sizes between groups based on random effects model, no statistically significant difference was observed between the specific learning approaches (Q BG =6.456, df=3, p= .091) and school stages the treatments were conducted (Q BG =4.136, df=2, p=.126). Moreover, the meta-regression analysis based on random effects model revealed no statistically significant effect of the duration of treatment on learners mathematics achievement in the lessons conducted in accordance with the contemporary learning approaches (z=-0.04990, p> .05). However, it was found that group size had a significant negative effect on mathematics achievement in the lessons conducted in accordance with the contemporary learning approaches (z=-2.12076, p< .05), i.e. as the number of students decreases, the better results are achieved from contemporary learning approaches in terms of learners' math achievement. ÖZ: Bu araştırmada çağdaş öğrenme yaklaşımları kapsamında değerlendirilen işbirlikli öğrenme, çoklu zekâ kuramına dayalı öğrenme, probleme dayalı öğrenme ve yapılandırmacı öğrenme yaklaşımlarının matematik dersi akademik başarısına etkisinin incelendiği deneysel çalışmalardan elde edilen sonuçların meta-analiz yoluyla sentezlenmesi amaçlanmıştır. Verilerin toplanması için dâhil edilme kriterleri belirlenip kodlama formu hazırlanmıştır. Bu doğrultuda çağdaş öğrenme yaklaşımlarının matematik başarısına etkisini inceleyen ve 2005–2014 yılları arasında yayınlanmış toplam 47 deneysel çalışma meta-analize dâhil edilmiştir. Bu araştırmalara katılan 2627 denekten elde edilen bulgulara göre çağdaş öğrenme yaklaşımlarının matematik başarısına etkisine ilişkin sentezlemeye gidilmiştir. Rastgele etkiler modeline göre yapılan analizler sonucunda çağdaş öğrenme yaklaşımların matematik başarısı üzerindeki etkisinin anlamlı (p<0.001) ve geniş (d=0.93) olduğu saptanmıştır. Bu değer çağdaş öğrenme yaklaşımlarının öğrencilerin matematik başarısını artırmada anlamlı düzeyde daha etkili olduğunu göstermektedir. Rastgele etkiler modeline göre yapılan analizler sonucunda çalışmaların ortak etki büyüklükleri açısından yapılan gruplar arası karşılaştırmalarda, uygulanan yaklaşımlar arasında (Q GA =6.456, sd=3, p=.091) ve deneyin yapıldığı öğretim kademeleri arasında (Q GA =4.136, sd=2, p=.126) istatistiksel açıdan anlamlı bir fark olmadığı görülmüştür. Ayrıca rastgele etkiler modeline göre yapılan meta-regresyon analizi sonucunda çağdaş öğrenme yaklaşımlarına dayalı yürütülen deneysel çalışmalarda deney süresinin matematik başarıları açısından anlamlı bir etkiye sahip olmadığı (z=-0.0499, p>.05) görülmüştür. Ancak grup büyüklüğünün çağdaş öğrenme yaklaşımlarına dayalı yürütülen deneylerde öğrencilerin matematik

With the spread of the COVID-19, many educational institutions have shifted from face-to-face classes to online learning modalities, and this immediate shift has challenged both teachers and students. The adaptation of e-learning was a way to cope and ensure the continuation of many undergraduate students' teaching and learning processes. The study aimed to rank the effectiveness and satisfaction of the students in their experience with e-learning and compare the satisfaction between online instruction and modular instruction. A total of 412 students participated in the study and utilized a survey questionnaire that assessed the effectiveness of instruction and measured the satisfaction of the students learning experience. The result of the study shows that e-learning is just as effective as face-to-face classes and learners are neither satisfied nor dissatisfied with their learning experience. Furthermore, students who opted for online classes are more satisfied with their learning experience than learners who opted for modular instruction.

The study investigated the teaching effectiveness of secondary school teachers of Tawang district of Arunachal Pradesh. Descriptive cum survey method was used for the study. A sample of 200 (100 male and 100 female) secondary school teachers was randomly selected as respondents. Summated Rating Scale was used to collect relevant data on teaching effectiveness of secondary school teachers of Tawang district towards teaching profession. The data collected was analysed using mean scores, standard deviation and t-test. The findings of the study reveal that there is significant difference in the teaching effectiveness of male and female teachers in the secondary schools of Tawang district of Arunachal Pradesh. Further, the finding reveals that there is no significant difference in the teaching effectiveness of trained and un-trained male and trained and untrained female secondary school teachers of tawang district, arunachal Pradesh.