What is the Students’ Perception of their Teacher’s Teaching Styles?
Kurniati, I., & Surya, E. (2017). Students’ perception of their teacher’s teaching styles. International Journal of Sciences: Basic and Applied Research, 33 (2), 91-98
The research problem addressed in this article includes the student’s perception of their teacher’s teaching styles. The purpose of the study was to describe the perception of students of their teacher’s teaching styles in mathematics. The study answered the following research questions;
- What is the students’ perception of how teachers teach?
- What are the students’ learning experiences in mathematics classrooms?
This study followed the phenomenology research design (Manen, 2016). The sample of the study comprised 66 students within class X and class XI who were selected randomly from 600 students at SMA Brigjend Katamso, Indonesia. The study analyzed the data by scoring the questionnaire assessment responses based on content analysis.
One of the ethical treatments of human subjects applied in this study was that the participants were selected randomly to enhance the equitable selection of respondents. In addition, the researchers ensured that the participants who undertook the research would benefit from the findings directly or indirectly. The authors focused on students in classes X and X1, to ensure that they lack presumed diminished autonomy since the students at this level are at least 14 years of age.
This study used the questionnaire as the data collection instrument, which addressed the students’ views of their instructor’s teaching style. The questionnaire consisted of 30 questions divided into three parts for answering the research problem. The researchers reduced researcher bias and enhanced objectivity and trustworthiness in the results through peer review of the final work by the authorities who verified the results. Besides, the trustworthiness of the data gathered was enhanced by examining and comparing data collected with previous research findings from the existing body of knowledge.
The overall strength of this article is that it was easy to expose any misconceptions about the research problem from the participants since it is easy to identify their voice in the study, which could prompt action if need be. The main weakness of this study is that the results are not generalizable since the study was conducted in a single college in Indonesia. Therefore, further study may be required to test generalization.
Funrmann, G. (2014). Students’ perception of teaching behavior and its effects on evaluation. International Journal for Cross-Disciplinary Subjects in Education, (1), 1557-1563
The research problem addressed by this article is “Students’ global rating of their accounting teachers. The purpose of this study was to explore students’ perceptions of teaching behavior and its effects on the evaluation. The researchers answered the following questions;
- What are the students’ attitudes toward using student ratings for the evaluation of teachers?
- What are the possible biases on student ratings?
The study applied the phenomenology research design (Manen, 2016). The sample consisted of 40 students from Austrian commercial colleges, who ranged between 15 and 19 years old. This study was two-part research, involving a qualitative segment followed by a quantitative segment. Hence, the study analyzed the data using exploratory factor analysis and bivariate correlation.
Hence, to enhance the ethical treatment of human subjects, the researchers ensured that the study participants included students between 15 to 19 years, which was meant to minimize diminished autonomy and still achieve the research goal. In addition, a scientific review was conducted on the final research, and the research participants were the final beneficiaries of the research findings.
The data collection was done through semi-structured interviews. The analysis was done by summarizing content to create groups of lines of reasoning for students, depending on their responses to open-ended questions. The author reduced researcher bias and enhanced the objectivity and trustworthiness of the results by ensuring that the direct and indirect effects evident in the results could be tested statistically by using structural equation models. Secondly, they ensured that the potential biases that arose in the study, such as students’ grades or their teachers’ grading leniency and students’ opinions on evaluating teachers were introduced into the structural equation model to make it verifiable and transferable. In addition, the researcher enhanced the trustworthiness of the data gathered through Triangulation.
Further information was gathered using questionnaires on 2,121 students at commercial colleges in Austria and requested 90 teachers to review the data collection instruments items and report if the items were appropriate for examining their teaching. Further, the researcher analyzed some teaching models to develop behavior variables for teaching to be used in the data collection instruments, while a pre-test of the questionnaires was conducted on 522 students in commercial colleges as well.
The overall strength of this article is that it revealed details on the attitudes, feelings, and behaviors of the respondents. The overall weakness of the research is that it had a high likelihood of respondent bias since the participants were likely to respond based on what they thought was right and acceptable socially.
Latif, E., & Miles, S. (2013). Students’ perception of effective teaching. Journal of Economics and Economic Education Research, 14 (1), 121-130
The research problem of inquiry in this article was the student’s perception of effective teaching. The purpose of the research was to assess how students valued various instructor characteristics and teaching practices. The study answered the following research questions;
- What are the students’ preferences for instructor’s characteristics?
- What are the students’ preferences for the instructor’s teaching practices?
The approach of the qualitative design was phenomenological, while the sample of this study included 387 students studying in various Economics courses at Thompson Rivers University between January and April 2009-2010 academic years. This study analyzed data using descriptive statistics and ordered probit regression.
The ethical treatment of human subjects was enhanced in this study by obtaining approval from the Institutional Ethics Committee. Besides, the study ensured that during the administration of the data collection instruments, the researcher explained the purpose of the study to students and answered their questions.
The qualitative data collection method applied was based on a questionnaire that focused on the teaching practices and instructor’s characteristics. The students were expected to rate the characteristics on a scale of 1 to 4, with 1 indicating not important and 4 representing very important.
The researcher bias, objectivity, and trustworthiness of the results were enhanced by verifying information with other data sources from related studies conducted in the past. Further, the authors ensured the trustworthiness of the data by studying students’ instruction evaluations before developing the questionnaire to determine the best predictors of how students evaluated the quality of instructor’s teaching strategies.
The overall strength of this article is that the subject covered was evaluated in detail. However, the main weakness is that the participants had much control over the content of the data collected, and hence, it was difficult for the researcher to verify the results objectively.
Funrmann, G. (2014). Students’ perception of teaching behavior and its effects on evaluation. International Journal for Cross-Disciplinary Subjects in Education, 5(1), 1557-1563
Kurniati, I. & Surya, E. (2017). Student’s perception of their teacher’s teaching styles. International Journal of Sciences: Basic and Applied Research,33 (2), 91-98
Latif, E. & Miles, S. (2013) Students perception of effective teaching. Journal of Economics and Economic Education Research, 14 (1), 121-130
Manen, M. (2016). Phenomenology of practice. New York, NY: Routledge.