| dc.creator |
Adeneye Olarewaju Awofala |
|
| dc.date |
2011-11-01T00:00:00Z |
|
| dc.date.accessioned |
2015-08-12T11:19:21Z |
|
| dc.date.available |
2015-08-12T11:19:21Z |
|
| dc.identifier |
1305-9076 |
|
| dc.identifier |
1305-905X |
|
| dc.identifier |
https://doaj.org/article/985a62117a614741a73f74c3c7fcff0f |
|
| dc.identifier.uri |
http://evidence.thinkportal.org/handle/123456789/27535 |
|
| dc.description |
This study dealt with the development and factorial validation of a students’ evaluation of teaching effectiveness scale inmathematics (SETES-M) which could be used to evaluate Nigerian Secondary Schools mathematics teachers’ teachingeffectiveness. The effect of SETES-M on achievement in mathematics was also considered. In its final form, the 60-item SETESMis a 4-point Likert rating scale containing seven sub-scales. The construct validity of SETES-M was assessed and judged asadequate using factor analysis. Item loadings of 0.36 or above on seven principal factors were recorded. The internalconsistency estimate of the sub-scales using Cronbach coefficient α ranged from 0.70 to 0.84 while the overall internalconsistency estimate for SETES-M was 0.77. Students’ evaluation of teaching effectiveness factors accounted for 49.4% of thevariance in mathematics achievement. The seven factors made significant relative contributions to the variance of students’achievement in mathematics and were found to be good predictors of achievement in mathematics. |
|
| dc.language |
English |
|
| dc.language |
Turskish |
|
| dc.publisher |
World Education, Science, Research and Counseling Center |
|
| dc.relation |
http://www.world-education-center.org/index.php/cjes/article/view/295/7.4 |
|
| dc.relation |
https://doaj.org/toc/1305-9076 |
|
| dc.relation |
https://doaj.org/toc/1305-905X |
|
| dc.rights |
CC BY-NC |
|
| dc.source |
Cypriot Journal of Educational Sciences , Vol 7, Iss 1, Pp 33-44 (2011) |
|
| dc.subject |
Factorial structure |
|
| dc.subject |
students’ evaluation of teaching effectiveness |
|
| dc.subject |
mathematics achievement |
|
| dc.subject |
Education (General) |
|
| dc.subject |
L7-991 |
|
| dc.subject |
Education |
|
| dc.subject |
L |
|
| dc.subject |
DOAJ:Education |
|
| dc.subject |
DOAJ:Social Sciences |
|
| dc.subject |
Education (General) |
|
| dc.subject |
L7-991 |
|
| dc.subject |
Education |
|
| dc.subject |
L |
|
| dc.subject |
DOAJ:Education |
|
| dc.subject |
DOAJ:Social Sciences |
|
| dc.subject |
Education (General) |
|
| dc.subject |
L7-991 |
|
| dc.subject |
Education |
|
| dc.subject |
L |
|
| dc.subject |
Education (General) |
|
| dc.subject |
L7-991 |
|
| dc.subject |
Education |
|
| dc.subject |
L |
|
| dc.subject |
Education (General) |
|
| dc.subject |
L7-991 |
|
| dc.subject |
Education |
|
| dc.subject |
L |
|
| dc.title |
Development and factorial structure of students’ evaluation of teaching effectiveness scale in mathematics |
|
| dc.type |
article |
|