Two Important Predictors of Quality Instruction: Teacher Ratings and Student Outcomes: Correspondence and Interpretation
Abstract:
This quantitative study determined the coefficient of correlation
between teacher ratings and students’ grades in the final exam of
an elementary statistics course GSTA 140 and their reliabilities (overall consistency of a measure) at Effat University in Jeddah Saudi Arabia.
The study was conducted with a cluster convenience sample of 558 students, registered
in 22 GSTA 140 courses over a period of 3 years (fall 2014 to fall 2017). To avoid the
effect of variability of different teaching styles on ratings, only those courses
were collected, which are taught by the same instructor. The study, designed and
inferences obtained, is based on Pearson product-moment
Statistical correlation test, Normality test and Empirical rule. The results showed that there is a very
weak positive correlation between teacher ratings and student achievement, however;
their independent standard deviations (a measure of variation) are approximately
equal. Normality tests showed that the data set for the students’
grades is well modeled by a normal distribution as compared to the data set of teacher
ratings. Results
also indicated that the application of the empirical rule is the optimum approach
to interpret the reliability of the data of teacher ratings surveys and students’
final grades and hence prediction can be made on the bases of these values. The
findings of this study could prove useful to university, regional, and kingdom,
implementing similar formal teacher evaluation framework as Effat University.
Keywords: Teacher
Ratings, Student outcomes, Normal distribution, Coefficient of linear correlation,
Standard deviation, Empirical rule.
References:
This quantitative study determined the coefficient of correlation
between teacher ratings and students’ grades in the final exam of
an elementary statistics course GSTA 140 and their reliabilities (overall consistency of a measure) at Effat University in Jeddah Saudi Arabia.
The study was conducted with a cluster convenience sample of 558 students, registered
in 22 GSTA 140 courses over a period of 3 years (fall 2014 to fall 2017). To avoid the
effect of variability of different teaching styles on ratings, only those courses
were collected, which are taught by the same instructor. The study, designed and
inferences obtained, is based on Pearson product-moment
Statistical correlation test, Normality test and Empirical rule. The results showed that there is a very
weak positive correlation between teacher ratings and student achievement, however;
their independent standard deviations (a measure of variation) are approximately
equal. Normality tests showed that the data set for the students’
grades is well modeled by a normal distribution as compared to the data set of teacher
ratings. Results
also indicated that the application of the empirical rule is the optimum approach
to interpret the reliability of the data of teacher ratings surveys and students’
final grades and hence prediction can be made on the bases of these values. The
findings of this study could prove useful to university, regional, and kingdom,
implementing similar formal teacher evaluation framework as Effat University.
Keywords: Teacher
Ratings, Student outcomes, Normal distribution, Coefficient of linear correlation,
Standard deviation, Empirical rule.
