CONSTRUCTION AND FACTORIAL VALIDATION OF AN INSTRUMENT FOR STUDENT ASSESSMENT OF TEACHING EFFECTIVENESS FOR EDUCATIONAL RESEARCH AND STATISTICS INSTRUCTION

Authors

  • NJIDEKA GERTRUDE MBELEDE NNAMDI AZIKIWE UNIVERSITY, AWKA
  • IFEOMA CLEMENTINA METU NNAMDI AZIKIWE UNIVERSITY, AWKA
  • LYDIA IJEOMA ELEJE NNAMDI AZIKIWE UNIVERSITY, AWKA
  • NNEKA CHINYERE EZEUGO NNAMDI AZIKIWE UNIVERSITY, AWKA
  • EZINWA AMAUCHE UJU NNAMDI AZIKIWE UNIVERSITY, AWKA

Keywords:

Exploratory factor analysis, factorial validation;, teaching effectiveness, research and statistics

Abstract

This study aimed at the development and validation of an indigenous scale for evaluation
of teaching effectiveness for Educational Research and Statistics as a University-wide
course considering the debate in literature about the validity of Students’ assessment of
Teaching Effectiveness. The research process was in five phases. A total of 588 students
filled the online questionnaire, out of which 470 (79.93%) were females and 118
(20.07%) were males. Using varimax rotation, the EFA computed extracted three-factors
model, namely, course content coverage, teacher-student rapport and teaching and
learning to measure teacher effectiveness which was determined to be a good fit for the
data. The results of the study revealed Cronbach’s Alpha value of 0.772 showing high
internal consistency and validity evaluation from 0.799 to 0.409 factor loadings based on
the eigenvalue cut-off of .40. Item reduction resulted in 19 items.

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Published

2024-01-31

Issue

Vol. 8 No. 2 (2024): EDUCATIONAL FOUNDATIONS, JOURNAL OF THEORETICAL AND EMPIRITICAL STUDIES IN EDUCATION (JOTESE)

Section

Articles