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Factors Influencing Teaching Effectiveness of Industrial Educatio PDF
Factors Influencing Teaching Effectiveness of Industrial Educatio PDF
1979
Recommended Citation
Nwokoukwu, Onyendi, "Factors influencing teaching effectiveness of industrial education teachers at community college level in the
state of Iowa" (1979). Retrospective Theses and Dissertations. 16274.
https://lib.dr.iastate.edu/rtd/16274
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Factors Influencing teaching effectiveness of
by
Onyendi Nwokoukwu
MASTER OF SCIENCE
TABLE OF CONTENTS
page
CHAPTER I. INTRODUCTION 1
The Objectives 3
Questions to be Answered 3
Definition of Terms 4
Verbal Communication 10
Summary of Findings 54
Verbal communication 55
Knowledge of subject matter 55
Human relations 56
Motivation 56
Research Conclusions 57
Recommendations 58
BIBLIOGRAPHY 60
ACKNOWLED(mNTS 64
APPENDIX B. QUESTIONNAIRES 68
CHAPTER I . INTRODUCTION
survival of the society (Donald, 1975, page 27). Bost (1976, page 640)
stated: "The public's growing demand for its money's worth in educa
the Iowa State General Assembly that counties should merge together
merged areas offered some education programs during 1966 - 1967 school
year and the fifteenth began offering programs during 1967 - 1968 school
year.
question: "Area Colleges; Can the public afford them?" (Garson, 1975,
page 1).
cluded:
Questions to be Answered
to the students?
Definition of Terms
stimulation.
vate schools.
school.
of studies.
edge: something that forms the subject of any field Gove (1966).
interaction between the teacher and the students. This includes the
of forces that:
1. begin the movement towards a desired goal,
had shown that the worker could be trained to produce more in less
time and with less energy. As the function of the school expanded and
the school the procedures for upgrading efficiency that had been suc
cessful in industry. One phase of this quest for education took the
form of the teacher rating scale introduced in the early years of the
century."
and
ability, salable skills, work habits, good attitudes towards self and
others, and provide them with necessary information which will enable
students were asked to name one single most important reason for their
given by students for seeking education beyond high school. The ulti
Verbal Communication
consminication involves:
tent of the subject matter which the originator (the teacher) tries to
Black (1972).
(the student).
communication depends upon the receiver being active, and that feedback
state and he feigns it through the expressions of the face and eye,
tone of voice and posture. The teacher typically gives signs of how
he feels. Such gestures are often read by the pupils as signs of ap
proval or disapproval as cries for coming event.
13
talks at the same time. He may be showing how to read blue prints
the teachers should pay special attention to ^at the children are try
children are trying to express even though the meaning might be obscure.
when the receiver of the information interprets the message from his
or her own point of view, rather than from the sender's own frame of
reference.
pressed ideas and attitudes from the teacher's own point of view.
15
1, masters degree,
during instruction.
the subject matter for the realization of his plan, analyzes the
task, and organizes the subject matter into units suitable for pre
sentation to the students. A teacher who is not a specialist in his
area of learning cannot accomplish the above tasks in the same logical
manner. This shows that it is necessary for a community college
teacher to be an authority in his field of speciality.
16
all things one should know how to do and all the things about which
Weaver, 1945) the first things to know and identify are those things
that a beginner has to be shown and told about the subject matter in
The methods and teaching aids are determined by the nature of the
and how best to present the particular lesson. He should know what
various aids and devices that have proved useful in teaching. Other
authors that support this idea include Mathew (1974) and Gillie, Sr.
(1974).
the methods and teaching aids and student activities are also in
ities which will provide learning experiences from the content of all
subject matter fields. Brown and Thornton, Jr. (1963), Callahan (1966),
entry skill. This student brought suit against the school. The school
was held accountable for the product, and the teacher was held responsi
that operate in groups and be able to use these forces to his advantage.
The teacher must understand how groups form, become cohesive, formulate
Muro and Brown recognize the teacher as the class leader, the
Bush (1954) supported this idea when he stated that teachers should
possess "in the head" knowledge about each pupil in their classes, in
are psychologically healthy and have compassion for their fellow man.
They believe in the worth of ideas and are open to learning and change
both manifest and teach these ways to all. What Frymier meant was that
and provide a climate of affection which will make the students feel
reported that a teacher liked by the students is one v^o under the
too strict, is too lax, has favorites, picks on pupil, punishes and
In the above report the instruction area was perceived as the most
of their life in the classroom. They approved that the teacher who put
across the subject in an interesting way, and whose pleasant disposition
creates a warm, relaxed, friendly climate of personal relationship with
in which the learning process can proceed is effective.
enter into this living relationship with his pupils, he cannot contrib
to do so.
education.
23
nervous system),
an effective motivator.
sisted change and new ideas, were unduly concerned with the objective
dividual pupils is directly related to how well they learn and achieve,
as well as how they conduct themselves.
differentiate good teachers from poor teachers found that only knowl
thus:
students for 1978, 6 teachers and 6 department heads, all from various
Each second-year student had to rate two teachers - one effective, the
other less effective. The department heads also rated two teachers,
the effective and the less effective. Each of the teachers rated
year and having remained in the colleges for one or two years were bet
ter able to evaluate their teachers. Also the teachers who were eval
320 acre site at Ankeny with entrances from Highway 69 and patrol Road.
centers: the Ankeny campus, the former Boone Junior College, and the
The major attendance centers are located at Council Bluffs and Clarinda.
because these subject areas had only one instructor. It was, therefore,
questionnaire.
between groups.
student motivation.
Data from the questionnaire were coded and punched for computer
analysis at the Iowa State University test scoring center and proc
essed in the computer center at Iowa State University using the SPSS
statistical treatment of the data for the study was factor analysis.
teaching. The average mean for the three groups was 27.61 reflecting
Table 1. Verbal comnication: Group comparison of means of subscale scores on A, combined teach
ers (N=436); on B, effective teachers (N=262); and on C, less effective teachers (N=173)
Group
One-way ANOVA
Scale Administrators Teachers Students F-statistics
X 0 X 0 X ( F Sig.
1. Strongly agree
2. Agree
3. Neutral
4. Agree X = Effective
Mean
Item 0
Score
tn U) CO CO
u u 4J CU
o a C 0
•M d) O
CO o TJ
M Clj P o
•u 0) u
CO H CO rH
•H r—1
a
•H
an average item scale value of 2.3. On the scale 1-5, the value of
fective teachers.
difference in perception among the three groups P < .05, This dif
scale of 1-5, \diile the students placed same teacher at 1.73 scale
Group
One-way ANOVA
Scale Administrators Teachers Students F-statistics
X 0 X 0 X 0 F Sig,
tion among the three groups at P < .01. This difference cannot be
Figure 2. In this figure the three groups rated the effective teach
1.73 and the less effective lower with an average scale value of 2.48
and 3.28. The fact that the three groups had to identify the teachers
they perceived as effective and those who were less effective may have
The question was: Is there any difference between the ratings of the
1. Strongly agree
2« Agree
3. Neutral
4. Agree X = Effective
Mean
Item
Score
CO (0 <0 u>
u M 4J o-
o 0) n P
u Xi o
ti o
u o
XJ (U •u
m
•H
<
S
<
Group
One -way ANOVA
Scale Administrators Teachers Students F- s t a t i s t i c s
X 0 X 0 X 0 F Sig.
as reflected by the average scale values of 1.6, 1,52, and 1.80 respec
fective teacher.
average mixer as shown by the average scale values of 2,80 and 2.88
students learn effectively. The three groups also perceived the less
41
1. Strongly agree
2. Agree
3. Neutral
4. Agree X = Effective
Mean
Item
Score
CO 0) CO CO
M •u (X
O (U c 3
JJ X lU O
<0 u t?
tij 3 O
U <u 4J
CO H CO w
•rl «—1
e <3
qualities.
fective and less effective teachers. The average scale values for
at average scale value ranging from 1.72 to 1.90 (strongly agree and
agree range).
Group
Scale One-way ANOVA
Administrators Teachers Students F-statistics
X 0 X 0 X 0 Sig.
plies that the three groups perceived that the less effective teacher
tors, teachers, and students of both the effective and less effective
tion. In this figure, data support the finding that the effective
teacher seems to motivate students more than the less effective teach
ers as reflected by the average ratings for each group. For the ef
fective teacher the average rating is 1.8 scale value, but for the
From the analysis of the data for the four major factors of the
The factor analytical results for the responses of the total sam
between items and theoretical factors. The first observed factor was
1. Strongly agree
2. Agree
3. Neutral
4. Agree X = Effective
Mean
Item
Score
ta 09 (0 CO
u u a.
o <Si a 3
•M Si 0) O
O "O u
U td 3 o
JJ 0)
CO H w tH
<I
Table 5. Factor analytic results for the responses of the total sample to
the 48 items of the evaluation instrument for effective and less
effective teachers combined (N=436)
Factor
Item I II III IV Communalities
Table 5 (continued).
Factor
Item I II III IV Conmunalities
Table 5 (continued).
Factor
Item I II III IV Communalities
% of variance
for the 4 32,3 26,6 22.2 18.9
factors
49
listed below with their factor loadings were in the original verbal
conmunication scale:
The instructor:
(0.68),
him/her (0.55) ,
They were:
The instructor:
(0.60), and
One other item ^ich was theoretically under the section of moti
education.
The student:
The instructor;
empathy, sensitivity and making students feel good are factors that
influence effective teaching.
instrument.
The instructor:
The instructor:
(0.54), and
education effective.
53
sidered:
and 250 students were selected to supply the necessary data for the
study.
researcher but was strongly based on: the Purdue rating scale for
instruction, rating scale developed for the evaluation of teaching
competencies by Dzuiban and Sullivan (1978) and the characteristics
54
Sunmary of Findings
Verbal conmunication
The instructor:
parts of machines,
answering them,
him/her,
The student:
Human relations
The instructor:
Motivation
The instructor:
31. plans and conducts field trips to industries and places where
overhead projectors,
needs, and
Research Conclusions
state of Iowa.
of instruction in future.
4. The supervisor who knows the items that have been rated high
5. Community college students are one good source for the eval
ucation.
Re c ommend at i on s
recommend that:
occur.
59
BIBLIOGRAPHY
Nie, Norman H., Hull, Hadlai C., Jenkins, Jean G., Steinbrenner,
Karin, and Bent, Dale H. Statistical Package for Social Sciences
(2nd ed.). New York: McGraw-Hill, Inc., 1975,
ACKNOWLEDGMENTS
The completion of this study would not have been possible without
Iowa State UmVersi't^ ofScience and TechnoUy^y ' Ames, Iowa 500!I
Mi
C'o!icyf«>fK«li»c<»iion
May 15, 1978 InUusiriiil Ki.liicatn)n
Tek'phniM;'' I 10 \ s
Mr.
Sir,
Yours faithfully,
Nwokoukwu Onyendi
A^ Ji. UJ.
UJ. L/Ci^A.
UCUttl.1
Date S-'/d,
apd
67
K\
Letter to the Instructor College of Education
Industrial Education
Vocational Educaiion Section
May 30, 1978
Telephone 515-294-2082
Mr.
Sir,
Yours faithfully
Nwokoukwu Onyendi
J —
Department
Date i"-
Signature
Date
apd
68
APPENDIX B. QUESTIONNAIRES
69
Thesis Research
Department of Industrial Education
Iowa State Universi ty
by Nwokoukwu Onyendi
DIRECTIONS
This questionnaire contains 48 items rega rding the t each ing effectiveness
of Trade and Industrial a nd Technical edu ca tion teachers at community college
level. The purpose of this research is to help identify factors that contribute
to effective community college industrial education teaching. Findings will
help the teachers to improve their instruc tional techniques necessary to obtain
greater s tudents learning efficiency .
This instrument will be used to gather data from administrators, teache rs,
and students. No names should be included. Data will be treat ed anonymously.
0 effective
D Ph.D. degr ee
For each statement, please indicate your per ception on the following 6
poin t scale.
The Instructor - 0 l 2 3 4 s
1. explains his/her lessons clearly to th e class members DD 0 ODD
2. encourages questioning and discussions DD DODD
3. speaks clearly so that student can easily hear and under-
stand him/her.
ODD DOC
4. communicates information on a given topic in a logical order. 00000[
5. uses students' answers and comments to determine whether the
students understood the lesson . D 0 DDDC
DODOO[
6. expresses enthusiasm in the lesson (e.g. does the teacher us e
speech and physical gestures to communicate enthusiasm to the
students?
The Instructor -
The Student - 0 1 2 3 4 5
The instructor -
The Instructor -
DODD DD
teacher tells a related story, presents ba ckgr.ounn infor-
mation, asks provocative questions or makes startling
statements.)
DD DODD
47. plans and conducts field trip to industries and places
where practical experience can be obtained .