A comparative analysis of the evaluation of teaching effectiveness by students and administrators of St. Augustine's Academy, Patnongon, Antique

• Main Author: Doliguez, Genoveva C.
• Format: text
• Language: English
• Published: Animo Repository 1979
• Subjects: Effective teaching, Teacher effectiveness, Students > Social conditions; Educational Assessment, Evaluation, and Research
• Online Access: https://animorepository.dlsu.edu.ph/etd_masteral/617
• Institution: De La Salle University

This study is intends to analyze and compare students' evaluation of teaching effectiveness and administrators' evaluation. The evaluation was conducted among the three groups of students, namely, the upper 1/3 group, the middle 1/3 group and lower 1/3 group of students and administrators of St. Augustine Academy for the school year, 1978-1979. The evaluation was based on four categories or areas of competence that should be characteristic of an effective teacher. The four categories were the following: 1) instructional procedure 2) communication skills 3) classroom management and 4) personality traits. This study made use of a survey-questionnaire to gather data from the students and administrators. The data then was tabulated in coding form to determine the frequency by which the two sets of evaluators rated each teacher in each item. Then, the rankings were correlated by the use of the Spearman rho statistical treatment for the correlation of each pair of ranking of the three groups of students and administrators and each pair of general rankings of the students and administrators. The results were presented, analyzed and interpreted. The findings show that the ratings given by the three groups of students on teaching effectiveness are highly correlated. The ratings of the upper 1/3 and lower 1/3 groups, and the upper 1/3 and middle 1/3 groups were found to be highly correlated but not significant. On the other hand, the ratings of the middle 1/3 and lower 1/3 groups are found to be highly correlated and significant, therefore, rejecting the null hypothesis in the evaluation given by the middle 1/3 and lower 1/3 groups but accepted in the ratings of the upper 1/3 groups. Finally, the null hypothesis is rejected between the ratings of the students and the administrators. Since the ratings of the students and administrators are found to be correlated and significant, therefore, the students' ratings are reliable in evaluating teaching effectiveness. The study concludes from the results, that