Student Gender and Perceptions of Teaching Effectiveness
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| Title: | Student Gender and Perceptions of Teaching Effectiveness |
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| Language: | English |
| Authors: | Lavin, Angeline, Korte, Leon, Davies, Thomas |
| Source: | Research in Higher Education Journal. Dec 2012 18. |
| Availability: | Academic and Business Research Institute. 147 Medjool Trail, Ponte Vedra, FL 32081. Tel: 904-435-4330; e-mail: editorial.staff@aabri.com; Web site: http://www.aabri.com |
| Peer Reviewed: | Y |
| Page Count: | 16 |
| Publication Date: | 2012 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Gender Differences, Teacher Effectiveness, Teacher Characteristics, Student Surveys, Business Administration Education, Scores, Statistical Analysis, Graduate Students, Undergraduate Students, Student Attitudes |
| ISSN: | 1941-3432 |
| Abstract: | Becoming an effective teacher is a constantly evolving, multi-faceted journey, and differences of opinion exist as to what constitutes effective teaching. The goal of this study is to investigate whether there are identifiable differences between male and female students in terms of the teaching traits each finds important. This paper summarizes the gender-based findings from a survey administered to students in fall 2011 at a mid-sized AACSB International accredited Midwestern university business school. Thirty-five traits were presented for evaluation. Students scored each trait's contribution to good teaching on a four point scale and identified the five characteristics they perceived as most important and least important. Overall, female students rated 29 out of 35 of the unadjusted factors more highly than did male students. Response scores for each gender group were standardized to control for differences in responses by gender. Using standardized response scores, female respondents rated 20 traits more highly than did their male counterparts, while male students ranked 15 traits more highly than did the female respondents. There were statistical differences between the genders for 13 of the 35 traits, with females rating responsiveness, encouraging, class preparedness, organized presentation, professional attire, clear presentations, and engaging more highly; males rated relaxed demeanor, educational credentials, established research record, sense of humor, experienced lecturer, and work (industry) experience more highly. No statistically significant differences were found in the order of ranking by female versus male students when comparing the factors that each group identified as contributing most and least to effective teaching. |
| Abstractor: | As Provided |
| Number of References: | 10 |
| Entry Date: | 2015 |
| Accession Number: | EJ1064676 |
| Database: | ERIC |
| Abstract: | Becoming an effective teacher is a constantly evolving, multi-faceted journey, and differences of opinion exist as to what constitutes effective teaching. The goal of this study is to investigate whether there are identifiable differences between male and female students in terms of the teaching traits each finds important. This paper summarizes the gender-based findings from a survey administered to students in fall 2011 at a mid-sized AACSB International accredited Midwestern university business school. Thirty-five traits were presented for evaluation. Students scored each trait's contribution to good teaching on a four point scale and identified the five characteristics they perceived as most important and least important. Overall, female students rated 29 out of 35 of the unadjusted factors more highly than did male students. Response scores for each gender group were standardized to control for differences in responses by gender. Using standardized response scores, female respondents rated 20 traits more highly than did their male counterparts, while male students ranked 15 traits more highly than did the female respondents. There were statistical differences between the genders for 13 of the 35 traits, with females rating responsiveness, encouraging, class preparedness, organized presentation, professional attire, clear presentations, and engaging more highly; males rated relaxed demeanor, educational credentials, established research record, sense of humor, experienced lecturer, and work (industry) experience more highly. No statistically significant differences were found in the order of ranking by female versus male students when comparing the factors that each group identified as contributing most and least to effective teaching. |
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| ISSN: | 1941-3432 |
