IMPACT OF STUDENTS’ PERSONALITY ON THEIR PERCEPTION ABOUT THE EFFECTIVENESS OF TEACHER EVALUATION PROCES

8/19/2019 IMPACT OF STUDENTS’ PERSONALITY ON THEIR PERCEPTION ABOUT THE EFFECTIVENESS OF TEACHER EVALUATION PROCES

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IMPACT OF STUDENTS’PERSONALITY ON THEIRPERCEPTION ABOUT THE

EFFECTIVENESS OF TEACHEREVALUATION PROCESS

Junaid HameedFall, 2013


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Introduction

Course Evaluation Justifcation

Types

Big Five Personality Types Extraversion

Agreeableness Conscientiousness Emotional Stability Intellect


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Literature Re ie!

Course Evaluation60% minimum required or meaning ul results!Brennan "00#$

&ualitative tools di'cult to analy(e !)*rami+ "00,$

-tudent Perception.elia*le and E/ective Process !Hodges and -tanton+

"00 $+ !)merican 1niversity o Beirut+ "0,0$ Teac2ers don3t pay attention and consider it as frealaram !Edstrom +"004$+ !Hodges and -tanton+"00 $


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Literature Re ie!

-tudent Personality5n2erent perception partly e plains attitudes and responses!Ferguson and Barg2+ "00#$Positive perception leads to positive actions !-aade3 etal+"0," $Belie s acquired during time are in accordance 7it2personality!8aier et al+ "0,"$5mpact o personality on Career C2oice !9noyase and9noyase+ "00:$ and Educational Per ormance !Felder et al+$ ;!Furn2am et al+ "00


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Pro"#e$ State$ent

5ndi/erent Be2avior to t2e process

5n>ated =rading

Bias impacting overall process

.apid c2anges in evaluation results


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O"%ecti e& o' t(e Stud)

?2at is Pa@istani students3perception a*out t2e e'ciency o

Teac2er evaluationAcourse eed*ac@process

5s t2is perception o t2e scenarioe/ected *y personal actors suc2 aspersonality o t2e students


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Re&earc( Fra$e!or*

5mpact o personality o Belie s andPerception

Previouse perienc

es

Personality

Belie sand

Perception


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Re&earc( Fra$e!or*

I$+act o' "e#ie'& u+on action&

)ctions ta@en

Belie s andPerception

-ituationalFactors


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Re&earc( Fra$e!or*

Factor& attri"utin, to &tudentre&+on&e& durin, a cour&e

e a#uation +roce&&-

-tu dent.esponses

9t2ersituation

alFactors

E perience

during acourse

Perceptionsand Belie s


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Re&earc( Fra$e!or*

De+endent Varia"#e. Perception a*out e'ciency o t2e Course

Evaluation Process

Inde+endent aria"#e.

-tudent Personality


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H)+ot(e&i&

H1 : The students’ personality has an impact ontheir perception about efciency o teacherevaluation process

H,a The students’ personality has an impact on their perception about e!ectiveness o teacher evaluation process to properly represent student opinion

H,* The students’ personality has an impact on their perception about e!ectiveness o teacher evaluation process as an a"ent o uture improvement


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Met(odo#o,)

Re&earc( De&i,n

Bi, Fi e $ode# +re iou) u&ed !it(re&+ect to.

▪ Teac(in, and teac(er +er&ona#it) /Ari' eta#0 12314

▪

Acade$ic di&(one&t) and &tudent+er&ona#it) /Aa$ and Na5ir0 12334-


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Met(odo#o,)

Big Five Personality Dimensions !El@a2taniet al +"0,,$

Lower End Dimensions Higher End

Angry, Tense, Nervous, Envious,Unstable

EmotionalStability

Calm, Relaxed, At Ease, Not Envious, Stable

Unintelligent, Imperceptive, Non analytical,Uninquisitive, Unimaginative

penness toExperience

Intelligent, !erceptive,Analytical,Inquisitive, Imaginative

Introverted, Unenergetic, Silent,Unent"usiastic, Timid ExtraversionExtroverted, Energetic,Tal#ative,Ent"usiastic, $old%

Cold, Un#ind, Uncooperative,Sel&is", Rude% Agreeableness

'arm, (ind, Cooperative,Unsel&is", !olite

)isorgani*ed, Irresponsible,Undependable, Negligent,

Impractical%

Consciousnessrgani*ed, Responsible,

Reliable,

Conscientious, !ractical%


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Met(odo#o,)

Varia"#e&

E6ecti ene&& to $ea&ure cour&e 7ua#it). Honest andcompre2ensive eed*ac@ possi*le 7it2 course evaluation!5nverse$ Course evaluation is an in ective tool CEP addressesclear sets o* ectives CEP is a defnitive tool CEP is neutral

E6ecti ene&& to act a& an i$+ro e$ent $ea&ure. CEP 2asimpact on improvement in course quality student eed*ac@

considered *y management !inverse$ no c2ange in previousattitudes e tra opinion are given due consideration

O era## +erce+tion a"out CEP. E/ectiveness to measurecourse quality E/ectiveness to act as an improvementmeasure


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Met(odo#o,)

Sa$+#e Se#ectionPrivate sector universities o Garac2i

72ere Course evaluation is regularl y carried out" " respondents out o #00 !6"%response rate$

Pu*lic sectors not included due toirregularity in process


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Re&u#t& and Di&cu&&ion

.elia*ility

Cronbach's Alpha N of Items

%+ - ./

N %Cases 0alid .1. --%-

Excluded a

- %-Total .1. --%-


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De&cri+ti e Stati&tic&8ender

Mini$u$

Ma9i$u$ Mean

Std-De iation

8ale 9verall perceptiona*out CEP

, 6 # 64 < 0 <6

,4 <

E'ciencyperception o CEP

, "0 # 60 < 0:<0

#0:#

CEP a*ility toimprove

, 00 # < 0#46

"


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De&cri+ti e Stati&tic&8ender Mini$u$

Ma9i$u$ Mean

Std-De iation

8ale

)greea*leness ,


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Re,re&&ion Ana#)&i&E'ciency perception o CEP

Per&ona#it) t)+e RRS7uar

e

Ad%u&ted

R S7uare

Std- Erroro' t(e

E&ti$ate

Si,ni:cance

Va#ue)greea*leness ,,, a 0," 004 #:0< 0 4Consciousness ,,, a 0," 004 #:0 0 :

Emotional -ta*ility 00:a

000 I 00# "#< 44"E traversion 0:# a 00: 00 00< ,


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Per&ona#it) t)+e RR

S7uare

Ad%u&ted

R S7uare

Std- Erroro' t(e

E&ti$ate

Si,ni:cance

Va#ue)greea*leness 0,6 a 000 I 00#


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Per&ona#it) t)+e RR

S7uare

Ad%u&ted

R S7uare

Std- Erroro' t(e

E&ti$ate

Si,ni:cance

Va#ue)greea*leness 0# a 00" I 00"


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Corre#ation

Corre#ation.

O era##

+erce+tion

a"out CEP-

E9tra er&

ion

9verall perception a*out

CEP

Pearson

Correlation, I , ,

-ig !"Itailed$ 006

E traversion

Pearson

Correlation I , , ,-ig !"Itailed$ 006


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Re'erence&)*rami+ C P !"00,$ 5mproving Judgments )*out Teac2ingE/ectiveness 1sing Teac2er .ating Forms+ #e$ %irections or&nstitutional 'esearch + !"00,$ ,0:+ :I4

)l@a2tani+ ) H + Jarad+ 5 ) + -uleman+ 8 + ; Li@*in+ D !"0,,$ THE

58P)CT 9F PE.-9L)M5TN )LD ME)DE.-H5P -TNME- 9L ME)D5L=CH)L=E C)P)B5M5TN 9F 8)M)N-5)L 8)L)=E.- (ustralian )ournal o *usiness and +ana"ement 'esearch + 0I::

)merican 1niversity o Beirut+ Faculty and tudent -erspectiveson tudent Teachin" .valuations, .etrieved rom

2ttp AA777 au* edu l*AoiraA DocumentsAicOsurveyOreport doc

)ri + 5 8 + .as2id+ ) + Ta2ira+ - - + ; )@2ter+ 8 !"0,"$ Personalityand Teac2ing )n 5nvestigation into Prospective Teac2ers3Personality - &nternational )ournal o Humanities and ocial

cience, "! , $+,6,I, ,

)slam 8 - ; La(ir 8 - "0,, T2e 5m act o Personalit Traits

http://www.aub.edu/http://www.aub.edu/


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Re'erence&

Brennan J + ; ?illiams . !"00#$ Collecting and using student eed*ac@+ earnin"and Teachin" upport #et$or + Nor@ -cience Par@+ Nor@

Edstrom+ G !"004$ Doing course evaluation as i learning matters most+ Hi"her.ducation 'esearch %evelopment, " !"$+ : ,06

Felder+ . 8 + Felder+ = 8 + ; Diet(+ E J !"00"$ T2e E/ects o Personality Type onEngineering -tudent Per ormance and )ttitudes )ournal o .n"ineerin" .ducation,:,!,$+ ,I


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Re'erence&

=er*er+ ) - + Hu*er+ = ) + Do2erty+ D + Do7ling+ C 8 + ; Ha+ - E !"0,0$ Personalityand Political )ttitudes .elations2ips across 5ssue Domains and Political Conte ts

(merican -olitical cience 'evie$, !,0#$,+ ,,,I,,"

Hodges C M + ; -tanton G !"00 $ Translating Comments on -tudent Evaluations intot2e Manguage o Mearning+ &nnovative Hi"her .ducation !"00 $+