Relating Perceptions of Teaching Method Effectiveness to Perceived Instructional Emphasis Areas: A Comparison of Faculty and Students

English Version

Abstract

This study associates the perceived effectiveness of alternative teaching methods with perceived instructional emphasis areas for each of two groups: faculty and students. It seeks to determine the congruency between faculty and student response. The results evidence a commonality between faculty and student perceptions as to the effectiveness of the following teaching methods when related to instructional emphasis areas: group projects, cases, and in-class presentations. However, students when contrasted to faculty denote greater associations with instructional emphasis areas for in-class discussions and inclass exercises, as well as individual projects and computer simulations. Reasons for the discrepancies are developed, as well as the usefulness of the associations in selecting pedagogical approaches and encouraging pedagogical innovation.

Perceptions of the effectiveness of alternative teaching methods from either a faculty and/or a student perspective may be related to perceptions of various instructional emphasis areas. Thus, the teaching methods that are statistically associated with given emphasis areas may be determined. Teaching methods can then be assessed comparatively as to their contextual prowess and/or a given instructional emphasis area can be singled out to reveal the teaching methods that are most associated with it. This approach can serve as a normative base as to what should work for a given instructional emphasis area and faculty contemplating teaching method alternatives can achieve deeper insights. It is applicable for any campus major with variations in teaching methods and instructional emphasis areas.


Journals for full download on the link below
<== Download