Analysis of Factors Affecting Student Evaluation of Teaching Effectiveness in Saudi Higher Education: The Case of Jubail University College

Tayfour Abdalla Mohammed¹ and Siraj Muhammed Pandhiani^2,

¹Department of Business Administration, Jubail University College, Jubail, Saudi Arabia

²Department of General Studies, Jubail University College, Saudi Arabia

Cite this paper:
Tayfour Abdalla Mohammed and Siraj Muhammed Pandhiani. Analysis of Factors Affecting Student Evaluation of Teaching Effectiveness in Saudi Higher Education: The Case of Jubail University College. American Journal of Educational Research. 2017; 5(5):464-475. doi: 10.12691/education-5-5-2

Abstract

The attributes of effective teaching in higher education remains controversial and has never been conclusive. The purpose of this study is to determine the factors affecting the students’ perceptions of teaching effectiveness, and how the instructor and course attributes can significantly influence teaching effectiveness as measured by students in course evaluation surveys. The study analyzed 3,798 student evaluations of faculty at Jubail University College using factor analysis to find out the factors loading and average extract variance value. The study predicted that there is a significant relationship between the five dimensions of teaching and students’ ratings of teaching effectiveness (i.e. instructor’s personality, knowledge, teaching ability, marking and grading policy, and course attributes and learning outcomes). The findings support the hypothesis that there is a significant relationship between effective teaching dimensions and students ratings. The study contributes to the body of literature on evaluation of teaching effectiveness in Saudi higher education.

Keywords:
student evaluation of teaching effectiveness sete higher education factor validity reliability jubail university college

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