Teaching effectiveness Research Papers

The term good teaching changed to effective teaching. The new ways of studying classroom behavior have made the student and teacher-student interaction in the classroom the focus of modern definitions of effective teaching. In general,... more

Evaluation is centrally concerned with the making of value judgments. In the school setting, evaluation underpins the teachers development of curriculum activities, his/her selection of instructional objectives in his/her day-today lesson... more

The question of whether students prefer 'native speaker' teachers has been extensively explored (Chun, 2014; Lasagabaster & Sierra, 2005; Moussu & Llurda, 2008). Equally, there is a growing body of literature which has aimed to identify... more

Wilson and Marcus Conyers are convinced that, more than curriculum, facilities, or socioeconomic factors, effective teachers make "the biggest difference in how well and how much students learn" (2). The book aims "to present a practical... more

The study aimed at identifying the impact of the delegation of authority on employees' performance at great Irbid municipality. It has constructed on measuring the impact of delegation on efficiency, effectiveness and empowerment. Sample... more

""Abstract : Information Technology in language teaching probably began with papyrus. It has attracted admirers and detractors ever since. This paper takes a slightly irreverent look at current IT, as well as its actual and potential uses... more

This study was conducted to determine the extent to which institutional variables of financial supervision and staff motivation predict teaching effectiveness of Agricultural Education lecturers in Nigerian universities. Four null... more

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... more

"Mathematics is one of the core subjects in secondary education different modern concepts and methods are introduced in the syllabus of mathematics at secondary stage. The curriculum revision is being undertaken by the state department of... more

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- by siddharth garaniya
- •
- 4
  Mathematics, Statistics, Science Education, Teaching effectiveness

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,... more

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

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- by Ali Kış and +2
  Dr. Mustafa Demir
  Süleyman Nihat ŞAD
- •
- 11
  Mathematics, Education, Mathematics Education, Constructivism

Teacher preparation in Nigeria has been changing in response to the emphasis on educating learners with special needs in ways that support their diverse needs. This study attempted to assess teaching effectiveness as it relates to the... more

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- by IOSR Journals
- •
- 2
  Teacher Education, Teaching effectiveness

The study was on critical analysis on the effectiveness of community participation on service delivery in Early Childhood Development Education centers. The main purpose was to critically analyze the effectiveness of community... more

Effective teaching (ET) has recently drawn attention within higher educational intuitions owing to the need for greater accountability, and high quality learning outcomes. The present study investigated Qatar University faculty member's... more

Assessment in the classroom is done to determine the effectiveness of the lesson delivery and the extent of learning acquired by the students. The study identified the determinants of teaching effectiveness and learning acquisition of... more

This paper studied the availability and assessibility of toys as determinants of teaching effectiveness of teachers among pre-primary school teachers in Uyo senatorial district. Two research questions and two hypotheses were formulated as... more

This paper estimates the relationship between teacher characteristics and teacher quality by applying point-in-time pupil-fixed effects. It uses a large cross-sectional dataset of grade 6 teaching and learning in 12 sub-Saharan countries.... more

The main purpose of the study was to determine the influence of cloud computing on teaching effectiveness among Vocational Education Lecturers in tertiary institutions in Akwa Ibom State. Three research questions were answered in the... more

The main purpose of the study was to determine the influence of cloud computing on teaching effectiveness among Vocational Education Lecturers in tertiary institutions in Akwa Ibom State. Three research questions were answered in the study and three null hypotheses were tested at .05 level of significance. The population of the study comprised 98 (College of Education, Afaha Nsit – 53 and University of Uyo – 45) Vocational Education Lecturers in tertiary institutions in the State. A sample of 65 (66%) Lecturers was drawn from the population using stratified random sampling technique. A questionnaire with 15 items designed by the researchers was used for data collection for the study. The instrument was subjected to face-validity by three validators in the Department of Vocational Education of the University of Uyo. The internal consistency of the instrument was determined using Cronbach Alpha's technique and a reliability coefficient of 0.87 was obtained. Mean and standard deviation were used to answer the three research questions. The Analysis of Variance (ANOVA) was used to test hypotheses 1 and 2, while independent t-test was used to test null hypothesis 3 all at .05 level of significance. The findings of the study revealed that cloud delivery, resources sharing and assessment have high influence on teaching effectiveness among Vocational Education Lecturers in tertiary institutions in Akwa Ibom State and that there is no significant difference in the mean responses of lecturers on the influence of cloud computing variables on their teaching effectiveness among Vocational Education lecturers in tertiary institutions in Akwa Ibom State. Based on these findings, it was recommended among other things that the National University Commission (NUC) should make cloud computing compulsory for lecturers at all levels to ensure teaching effectiveness among them. Based on the findings of the study, it was concluded that if cloud computing is developed appropriately, lecturers' teaching effectiveness could be enhanced.

The study was carried out to determine the effect of stop, think and talk activities on the performance of students in reading comprehension in junior secondary schools in Federal Capital Territory (FCT) Abuja. The study was carried out... more

The study was carried out to determine the effect of stop, think and talk activities on the performance of students in reading comprehension in junior secondary schools in Federal Capital Territory (FCT) Abuja. The study was carried out using a quasi-experimental pretest-posttest research design. The target population of the study comprised of 16,925 JSII students. A sample size of 100 JSII students from two secondary schools in the Federal Capital Territory (FCT) Abuja, were purposely sampled in the study. Sixty five (65) students from Government Junior Secondary School, Apo and thirty five (35) from Government Junior Secondary School, Garki were used for the study. Both groups of students were taught for six (6) weeks. Government Junior Secondary School, Apo was assigned as the experimental group while Government Junior Secondary School, Garki was assigned as the control school. Students were pre-tested to establish their homogeneity before the commencement of the treatment. They were taught for six (6) weeks and were tested using retelling test as an instrument. Data collected from students’ test scores was analysed using mean and standard deviation, while t-test was used to test the formulated null hypothesis at 0.05 level of significance. Findings of the study revealed that “stop, think and talk” activities had significant effect on students’ performance in reading comprehension. In fact, the experimental group which was exposed to stop, think and talk activities had better understanding of the reading comprehension passages given to them. The result further revealed that students in experimental group were more active, responsive and paid more attention to details concerning the main ideas in the passages read. Based on the findings, it was recommended that teachers should be encouraged to use “stop, think and talk” activities in reading comprehension lessons. Such activities should be provided before, during and after every reading comprehension passage to enhance and facilitate students’ reading abilities. Curriculum planners should provide activities that would encourage students to “stop, think and talk” to make reading comprehension lesson more purposeful and meaningful.

Learner autonomy has been a focus of attention in the realm of English Language Teaching (ELT) research nowadays and the study in hand is an attempt to investigate learner autonomy in theory and practice from the perspective of English... more

This study aims at investigating the perceptions of Saudi preparatory year programme (PYP) students, who are taught by native English teacher (NETs) as well as non-native English teachers (NNETs), towards teaching effectiveness of NETs... more

Aims: This study investigated the impact of teacher mentoring programme on the teaching effectiveness of preservice chemistry teachers with gender and age as moderating variables. Study Design: The study is a pretest, posttest quasi... more

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- by Emmanuel Achor
- •
- 2
  Mentoring, Teaching effectiveness

This article supports the notion of high quality clinical teacher preparation models and lays out an argument for investing in professional education that is organized around more coherent systems for cultivating clinical practice. This... more

Pembelajaran regulasi kendiri membolehkan pelajar menjadi aktif dan autonomi dalam pembelajaran mereka yang merangkumi aspek metakognitif, motivasi dan tingkah laku untuk mencapai objektif pembelajaran mereka sendiri. Dalam pembelajaran... more

The study was on the Utilization of Information Resources as a Panacea to Teaching Effectiveness in Selected Private Secondary Schools in Obafemi Owode Local Government Area of Ogun State. The study population comprised 20 private... more

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... more

I'm in my 29th year of community college work --nearly three decades of completed service and the happy land of defined benefit retirement compose the visible diptych on my life-line horizon. For most of my career, I have taught... more

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- by Jeffrey Ross
- •
- 43
  Social Change, Teaching and Learning, Education, Rhetoric

Teaching effectiveness is increasingly highlighted as an important quality in teachers, and teacher education programs have used various approaches to improve preservice teachers’ teaching effectiveness. However, how preservice teachers... more

Design the Shift (DTS) is an iterative professional learning series for educators, immersing them as learners with an emphasis on design thinking mindsets. Using DTS as the context, we juxtapose field notes, observations, participant... more

The ineffectiveness of Public Senior Secondary Schools (PSSS) in Nigeria has been a major concern for school managers and policy makers partly due to the various forms of security risk on the PSSS especially in the Federal Capital... more

A gender-responsive classroom needs a gender-sensitive teacher. This entails informing teachers to gender issues and reshaping their practices to reject gender stereotypes. In an attempt to address this concern, this study examined the... more

Self-regulated learning is a combination of the metacognitive, motivational, and behavioural aspects for student to achieve their learning goals. Previous studies have found that self-regulated learning can make students autonomous in... more

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... more

Researchers have mixed views about Student Evaluation of Teaching (SET) as means to evaluate teaching where some agreed and others viewed SET as being biased. This study aims to measure students’ perceptions of the effectiveness and... more

Evaluation of teaching in higher education has drawn much attention due to the need for greater accountability and improvement in student learning. Our review of literature on Student Evaluation of Teaching (SET) surveys suggests that... more

Researchers have mixed views about Student Evaluation of Teaching (SET) as means to evaluate teaching where some agreed and others viewed SET as being biased. This study aims to measure students' perceptions of the effectiveness and... more

Introduction. The permanent increase of the training efficiency is one of the most important tasks which every university should follows. The solution requires the factors, influencing the efficiency of learning to be known. As far as the... more

Introduction. The permanent increase of the training efficiency is one of the most important tasks which every university should follows. The solution requires the factors, influencing the efficiency of learning to be known. As far as the universities apply the group form of student's training, social-psychological factors in the group are between the factors with possible influence on the training efficiency.
Goal. The groups vary greatly in their educational achievement. Which are factors making the achievement difference? This paper presents the researcher’s work and the results in revealing the factors influencing the resultativeness of the first year students (sophomores) in the academic subject ‘medical physics’ for the speciality ‘veterinary medicine’ at the Trakia University – Stara Zagora.
Material and method. 18 groups of veterinary students studying medical physics as obligatory discipline at the second semester, when the administratively formed groups have had enough time (one semester and one session – about 6 months) to become groups in social-psychological aspect for which the social-psychological laws are in force and in particular, those influencing the training efficiency. Each student passes through the computer multiple choice test (objective assessment by the computer) for the practical exercise of medical physics every week, for which he/she has to be prepared in advance – about 10 - 12 marks for the semester. The computer calculates also the average group mark.
Results. The individual social-psychological index was proposed. The index was calculated from an inquiry in which each member arranged the group members by their sympaty. The group mambers were arranged by the index.
Each group was devided into three sub-groups according the individual social-psychological index of its members. The statistical parameters are calculated for each sub-group. The educational achievement (average marks) for each sub-groups was also calculated. The main conclusion: The only significant (level of significance 0,05, degrees of freedom 16) correlation coefficient (0,712) was this one between average marks of unliked students (anti-leaders) and the average mark for the groups (group educational achievement).

Teaching effectiveness

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