The Study of Teaching Effectiveness’ in Universiti Kuala Lumpur Business School

LITERATURE REVIEW MATRIXES

Author & Industry & Analysis &

Tittle Methodology Research Question Findings Limitation
year Location Result
1

The effects of Participants

Ulug, M. teachers’ Department of generally
Positive attitude by the
Ozden, M. S. attitudes on Psychology, describe
Qualitative N/A teacher can improve N/A
Eryilmaz, A. students’ Istanbul teachers as
student success
2011 personality and (Turkey) positive
performance attitude

2 To what extent all

Big five personality The findings of this
traits study show that means
Md. Irfan (Conscientiousness, score of prospective
Arif, Aqeela Personality and Emotional stability, teachers on four
The
Rashid, Syeda Teaching: An University of Openness to personality traits
descriptive
Samina Investigation Education, experience, (Extraversion,
survey N/A N/A
Tahira, into Prospective Lahore Extraversion, Agreeableness,
research
Mahnaz Teachers’ (Pakistan) Agreeableness) are Conscientiousness, and
design
Akther, Personality present in Neuroticism) is nearly
2012 prospective teachers same, but the mean score
at Teacher on Openness personality
Education Institutes trait is greater
in Punjab, Pakistan?
3 Desirable
Rohani The data were
personality
Salleh, analysed
traits of University The findings showed that
Hairuzila Quantitative using
university Teknologi the students perceived
Idrus, (Questionnair N/A statistical N/A
lecturers from Petronas helpful, approachable,
Haryani e) package for
the technical (Malaysia) fair, and impartial
Harun social science
students’
2013 (SPSS)
perspectives
4 Is there any
relationship between
personality and
A study on
teaching
Fauziah personality that
Universiti Sains effectiveness?
Othman influences N/A N/A N/A N/A
(Malaysia) How teacher’s
2009 teaching
personality can
effectiveness
influence their
teaching
effectiveness?
5 Siti Rafiah Teaching International Quantitative N/A The analysis N/A N/A
Abd Hamid, quality and Islamic approach of moment
 structure
performance
Sharifah (AMOS) 7.0
among
Sriah Syed University (Questionnair software was
experienced
Hassan (Malaysia) e) utilized for
teachers in
2012 the data
Malaysia
analyses
6 The analysis
of the data
resulted in the
following
themes: (1)
planning, (2)
subject matter
The problems of
knowledge,
teacher Education The most problematic
(3) using
candidates Faculty, areas were behaviour
Sukran Tok, Qualitative instructional
about teaching Pamukkale N/A management skills, N/A
2010 Approach materials, (4)
skills during University motivation, and
motivation,
teaching (Turkey) communication
(5)
practice
communicatio
n, (6) time
management,
and (7)
behaviour
management
skills.
7 1. How does the
availability of
instructional
materials contribute
towards effective
Factor teaching in primary
contributing to schools?
If a school lacks
ineffective Faculty or arts
Qualitative adequate instructional
Paul Mupa, teaching and and education 2. What is the effect
Approach and materials such as
&Tendeukai learning in quality, of supervision on N/A
convenience textbooks and revision
Issac primary Masvingo. effective teaching
sampling books, it is leading to a
schools: Why Zimbabwe and learning?
disaster.
are schools in
decadence 3. To what extent is
the socio-economic
background of
students affecting
effective teaching
and learning?
8 Laura Parks Personality Harrisonburg, N/A N/A A meta- Suggest that controlling Overestimates of the
true reliability
Leduc, Gilad traits and USA analysis of for personal scale use
Feldman & personal value: the tendencies in value is Information was
not available to
Anad Bardi, A meta-analysis relationship advisable
determine whether
2015 between the range restriction
occurred
five factors
in the data, although
 model of
personality
traits and the
Schwartz we do not think that
range restriction is
values, and a large issue in the
demonstrate studies examined
here.
consistent and
theatrically
meaningful
relationship
9 This study employed
What are the The data indicate that the the use of
demographic more courses in teaching descriptive research
characteristics of and learning respondents methodology which
Teaching teachers in had taken the more use may not produce all
strategies, their secondary that was made of the of the related
use and agricultural following teaching functions of
Iowa State
Yun Ho Shin, effectiveness as Descriptive education program methods: laboratories, secondary
University, N/A
1997 perceived by survey design in United States? simulation, projects, the agricultural
Ames, Iowa
teachers of Internet, role play, education teachers'
agriculture: A What perception do learning contracts, perceptions of
national study agricultural individualized teaching-learning
education teachers instruction, using real principles, the extent
have regarding objects, television, and of using methods
selected? brainstorming and tools and their
effectiveness.
10 The final
sample
included 109
students, 82%
female and
18% male. In
Effective terms of class
Jason, M.
teaching University of rank, 8% of
Carpenter, N/A N/A
method for South Carolina the students
2006
large classes were seniors,
30% were
juniors, 41%
were
sophomores,
and 20% were
freshmen.
11 Elvis Teaching Department of Experimental Are there any The In light of the fact that N/A
Munyaradzi method and economics and Study significant performance learning is a process that
Ganyaupfu, student’s business differences between assessment involves investigating,
2013 academic science, South the effectiveness of scores of formulating, reasoning,
performance Africa different teaching students and using appropriate
methods on students differed strategies to solve
‘academic significantly problems, teachers
performance? among the should realise that it
three teaching becomes more effective
 methods (F if the students are tasked
(2, 106) to perform rather than
statistic (= just asked to remember
10.12) at 0.05 some information. A
level of typical learning
significance). environment with a
Together with presentation from the
the SS, the course teacher
corrected accompanied by a
total of lecture neither promotes
27.743 learners’ participation
indicates nor build the required
variability in level of reasoning among
the students. Students build
performance a better understanding of
assessment the main concepts more
test score effectively when they are
variable. The engaged to solve
R-Squared problems during class
(0.160) equals activities.
the SS
(Teaching
Method)/SS
(Corrected
Total) =
4.450/27.743.
To detect
which of the
three-teaching
methods
assessment
mean scores
differed
significantly
from one
another; the
Tukey HSD
post hoc test
was applied
for the
analysis
(Table 3). In
light of the
number of
comparisons
that were
made, the
Tukey post
hoc approach
was applied
 because of its
power to
control for
alpha
inflation.
12 Åsa Hirsh, Review of Linnaeus Extensive N/A The included N/A N/A
Claes teaching University, basic work 75 reviews
Nilholm, method – which Kalmar, had already build on
Henrik fundamental Sweden been done, different
Roman, Eva issues are where the types of data
Forsberg & identified? research in the primary
Daniel group as a studies, which
Sundberg, first step largely affect
2020 identified the the format of
75 most cited the reviews.
research Quantitative
reviews on reviews,
teaching which are
methods based on
listed in the quantitative
WoS between underlying
1980 and studies, make
2017 (25 up almost half
from 1980 to of the sample
1999, 25 from (35/75). 24/75
2000 to 2009, reviews in the
and 25 from sample report
2010 to 2017) both
quantitative
and
qualitative
data, whereas
16 reviews
are explicitly
qualitative.
The
distribution
between the
three different
types of
reviews is
relatively
even over the
three periods
1980–1999,
2000–2009,
and 2010–
2017 (Roman
et al., 2018)
13 Renata Improving the Palacky Qualitative N/A N/A The findings of Inservice N/A
Holubova, quality of university methods of teachers so as pre-
 service teachers are the
same. Interactive
teaching methods can
help us to teach science
for understanding. But it
is necessary to change
teaching by the role and position of
modern Olomouc, pedagogical the teacher in the
2010
teaching Czech Republic research classroom. The physics
methods teacher in the 21st
century have to be a
classroom manager. The
teacher must be an
expert not only in
physics but also in
pedagogical science.
14 They believed that to
The mean age
grow successful people
of faculty
to deal with the
members in
challenges in evolving
this study was
the society, most
54.8 years
developed countries are
and all of
attempting to use new
them were
teaching methods in
married.
higher education. All
Effective According to
Shirani Development these methods are
teaching Qualitative the results of
Bidabadi N, Centre, Shiraz student-centred and are
methods in method using the study, the
Nasr Isfahani University of the result of pivotal
higher content N/A best teaching N/A
AR, Ruhollah Medical projects. Research
education: analysis approach was
A, Khalili R, Sciences, conducted by Momeni
requirements approach the mixed
2015 Shiraz, Iran Danaei, and colleagues
and barriers method one
also showed that using a
(student-
combination of various
cantered with
teaching methods
teacher-
together will lead to
cantered) plus
more effective learning
educational
while implementing just
planning and
one teaching model
previous
cannot effectively
readiness.
promote learning
15 Swinton Effective N/A N/A N/A N/A Teaching technique have N/A
Hudson, 2015 teaching transitioned from
method memorization to
regurgitation method to
one of understanding
concepts and theories
and application. The
need resulted in
classroom assessment
technique, which focus
on formative assessment
 method. The concept and
techniques are used for
all disciplines providing
for a collaboration of
efforts to ensure learning
occurs.
16 Argue that a teacher
needs to be reflective on
both these aspects and
that such reflection
needs to be carried out
Discourses and
so that the student
practices in
develops into a “self-
teaching
Deepak Critique of directing,” “self-
method and
Gopinanth, Scotland, UK assessment N/A N/A monitoring,” and “self- N/A
assessment:
2015 methods correcting” individual.
Insight from an
At the end of the
early career
discussion, the relevance
academic
of a “project-based
learning” approach starts
to become significant in
taking my pedagogical
practice forward.
17 This finding was
Performance
positively correlated to
on
increased student
quantitative
perceptions of learning
learning
gains associated with
assessments
Case study oral and written
and student
teaching communication skills
perceptions of
method and the ability to
learning gains
improves recognize connections
Kevin. M. were analysed
student’s New York N/A N/A between biological N/A
Bonney, 2015 to determine
performance concepts and other
whether
and perceptions aspects of life. Based on
reported
of learning these findings, case
perceptions of
gains studies should be
learning gains
considered as a preferred
accurately
method for teaching
reflect
about a variety of
academic
concepts in science
performance.
courses.
18 Fajriah, 2017 Improving Finland Qualitative N/A The results of Finding suggests that the N/A
teaching approach the study teacher’s attitude such as
strategies indicated that making joke become one
through the role of of the factors that make
students’ students’ the students feel happy
reflections journals in in the learning process.
learning was
to know
students’
 points of view
and to explore
students’
needs. In
addition, the
ways the
teachers
improved
were by
changing
their teaching
methods and
changing
their attitudes.
19 Two distinct
analyses were
conducted.
First,
confirmatory
Factor No control group
analysis with outside of Business
structural 240 was used. While
equation the longitudinal
modelling model made it
was used to possible to assess
In the current study,
The influence of test the changes that
subjective norms had no
effective Theory of occurred in the
Centre for direct, independent
Julia Shaftel teaching in Reasoned Business 240
psychoeducatio effect on behavioural
and Timothy accounting on Action model students over the
nal services, Post-surveys N/A intentions and only an
L. Shaftel, students’ with these course of the
University of indirect effect through
2005 attitudes, sample data. semester of this
Kansas attitudinal beliefs, with a
behavior and Second, study, it is not
standardized regression
performance paired sample known if some other
coefficient of .706.
t-tests were course structure
used to might have had
evaluate the different effects on
direction and attitudes, behavior,
magnitude of or even content
change for the mastery
individual
items over the
semester from
time one to
time two.
20 Yining Chen Students’ Athens, Ohio, Subject N/A The results This implies that N/A
& Leon B. evaluation of USA selection, show that students who have
Hoshower. teaching judgement students higher appraisal of the
2003 effectiveness: exercise and generally professors whom they
an assessment experimental consider an have had in the
of student’s control improvement university generally
perception and in teaching to consider the course
 be the most
attractive
outcome of a
teaching
evaluation
system. The
second most
attractive
outcome was
using
teaching
evaluations to
improve
course
evaluation system more
content and
useful. A second finding
format. Using
is that seniors with
teaching
higher GPAs have higher
evaluations
appraisals of their
for a
motivation professors. This is not
professor’s
true of freshmen. The
tenure,
third finding is that
promotion
gender and GPA are
and salary
related for seniors. This
rise decisions
is not true of freshmen.
and making
the results of
evaluations
available for
students’
decisions on
course and
instructor
selection
were less
important
from the
students’
standpoint
21 Allexander Lecturers’ Department of Simple What are the distinct The results of The study found that N/A
Muzenda, competences research & random effects of lecturers’ the survey these factors have
2013 and students’ publications, sampling subject knowledge, were analysed positive significant
academic South Africa lecturer attendance, using influence on students’
performance teaching skills and descriptive academic performances
lecturer attitude on statistics and
students’ academic correlational
performances? techniques.
The data
gathered was
processed and
analysed
using SPSS
 version 21
statistical
package for
windows.

The results
indicate that
lecturer
attitude has
the highest
mean score
(=3.07); while
the least mean
score being
for teaching
skill (=2.72).
Provided
below are
results on
sampling
adequacy.
22 Everyone has a
difference in terms of
Faculty of
interest, behavior,
Yunus, Islamic
The importance response to the
Wahab, Contemporary, Qualitative Identify five theories
of personality N/A environment and so on. N/A
Ismail, & Kuala Nerus, Study briefly
traits This can be seen through
Othman, 2018 Terengganu,
different trait personality
Malaysia
in each other

23 The
traditional or
innovative
 Creates clear
methods of
understanding
teaching are
critically
Department of  PowerPoint
Modern examined,
C. Namitha, Education, can be used
Methods of evaluated and N/A N/A N/A
2018 Tamil Nadu, widely
Teaching some
India
modifications
 Innovative
in the
thinking
delivery of
improves
knowledge is
suggested

24 Alamgir K, Communication Department of Selects a To evaluate the role The data was teacher communication N/A
Salahuddin K, skills of a Health & suitable of teacher collected skills have significant
Syed Zia ul teacher and its Physical personal and communication from the role in the academic
Islam, role in the education, its proper skills in the respondents achievement of the
Manzoor K, development of Pakistan number academic through students.
2017 the students’ which performance of the personally
 contact and
by using the
academic provide developed
students.
success authentic data scale. After
collection of
data
25 Today’s teachers are
required to be more
effective and truer to
A study of their profession. In order
Department of
teacher to be able to articulate
Hadiya Education,
effectiveness N/A N/A N/A teaching with new N/A
Habib, 2017 Jammu &
and its paradigm of learning, be
Kashmir, India
importance adoptive and supportive
in dealing with new set
of students belonging to
different age groups
26 Sotelo The Department of Qualitative How teaching The Teaching It has been found that the N/A
Effectiveness of Practice can
Claudius Education, research practice was duration spent for the
Teaching be conducted
Kombi & Practice in Morogoro, method organized by the in a number teaching practice was not
Improving of forms
Ernes Simon Tanzania teacher training enough
Student depending on
Kira, 2013 Teachers’ Universities and the
Teaching Skills institution.
whether the teaching
in Tanzania Most of the
The practice was teacher
Effectiveness of training
effective
Teaching institutions in
Practice in Tanzania
Improving send their
Student students for
Teachers’ Teaching
Teaching Skills Practice
in Tanzania during the
The end of
academic
effectiveness of
year
teaching The teaching
practice in practice can
improving be conducted
student teacher in several
teaching skills forms
in Tanzania depending on
the
institutions.
Most of the
teacher
training
institutions in
Tanzania
send their
students for
teaching
practice
during the
end of
academic
 year
27 T-test and
variance
analysis were
used by
utilizing
SPSS
software. The
results
showed that
the
cooperative
learning
teaching
method has a
higher effect
on students
A Comparison learning than
between the the lecture
Effect of teaching
Cooperative method. Also,
Farzad Learning semi- the results
Mohammadja Teaching School of experimental showed that
ni & Method and education and double- the
N/A N/A N/A
Forouzan Lecture sciences, group type cooperative
Tonkaboni, Teaching Tehran, Iraq (experimental learning
2015 Method on and control method
Students’ results in
Learning and higher
Satisfaction satisfaction in
Level students that
the lecture
teaching
method.
Female
students had
higher
satisfaction
and learning
levels in
cooperative
learning
teaching
method than
male students
did.

28 Som Pal Teaching Department of Quantitative To determine the The N/A N/A
Baliyan & Effectiveness in educational approach level of teaching Statistical
Fazlur Private Higher foundations, effectiveness as Package for
Rehman Education Gaborone, perceived by Social
 Sciences
(SPSS)
software ver.
23 was used
for data
analysis
whereby a
One sample t-
test and
Independent
students in private
t-tests were
higher education
used. A One
institutions.
sample t-test
Institutions in was
To determine the
Botswana: employed to
gender difference in
Moorad, 2018 Analysis of Botswana determine the
teaching
Students’ level of
effectiveness as
Perceptions teaching
perceived by
effectiveness
students in private
while an
higher education
Independent
institutions.
t-test was
employed to
determine the
gender, age,
nationality
differences in
the students’
perceptions
on teaching
effectiveness
29 Martin S. The reasoned New York N/A N/A N/A The theory of reasoned N/A
Hagger, 2019 action approach action demonstrated
and the theories effectiveness in
of reasoned predicting variability
action and in people’s behavior
planned across many contexts,
behavior populations, and
behaviours. Ajzen
modified the
theory of reasoned action
to account for
behaviours that were not
under the complete
control
of the individual. The
theory of planned
behavior introduced
perceived behavioural
control as
an additional predictor of
 intentions.

30 Lara A. Students’ N/A Quantitative N/A A multiple Hypothesis one is that the study looked at
regression and two cultures within a
Frumkin & perceptions of approach there is a positive
follow-up select
Murphy A, lecturer’s paired relationship between population (i.e.,
analyses students in one
2007 classroom student perceptions of
provided Masters
communication some support teacher commination programme). Thus,
for hypothesis one should be
style patterns and module
1. cautious when
Correlational outcome generalizing these
analysis findings. It may be
would not that the Chinese and
provide Hypothesis two is European samples of
answers to MSc students at this
exploratory, it is
the questions university are
of causation expected that there will distinct subsets of
(Scaife, Chinese and
be cultural differences
2004), European computing
therefore with the Chinese and UK science MSc
multiple students.
students
regression The study looked at
was used for
two cultures within a
the analyses.
It was select population.
believed that
Thus, one should be
there would
be a cautious when
significant
generalizing these
relationship
between findings.
grades and the
five
communicatio Another limitation is
n factors
the data itself
which there
was, (F
(1,96) = 3.01,
p < .05).
However,
only two of
the five
communicatio
n factors were
significant in
the
post-hoc tests,
challenging (F
(1,96) = 2.48,
p <.05) and
controlling
behaviours (F
(1,96) = 2.43,
p
<.01) such
that higher
grades were
received by
the students
who
perceived
their teachers
to be
more
controlling
and/or
challenging.
There were no
significant
findings with
respect to
grades for the
encourageme
nt and praise,
 non-
verbal, and
understanding
and friendly
behaviour
variables
A multiple
regression and
follow-up
paired
analyses
provided
some support
for hypothesis
1.
Correlational
analysis
would not
provide
answers to
the questions
of causation
(Scaife,
2004),
therefore
multiple
regression
was used for
the analyses.
It was
believed that
there would
be a
significant
relationship
between
grades and the
five
communicatio
n factors
which there
was, (F
(1,96) = 3.01,
p < .05).
However,
only two of
the five
communicatio
n factors were
significant in
the
post-hoc tests,
challenging (F
(1,96) = 2.48,
p <.05) and
controlling
behaviours (F
(1,96) = 2.43,
p
<.01) such
that higher
grades were
received by
the students
who
perceived
their teachers
to be
more
controlling
and/or
challenging.
There were no
significant
findings with
 respect to
grades for the
encourageme
nt and praise,
non-
verbal, and
understanding
and friendly
behaviour
variables
A multiple
regression and
follow-up
paired
analyses
provided
some support
for hypothesis
1.
Correlational
analysis
would not
provide
answers to
the questions
of causation
(Scaife,
2004),
therefore
multiple
regression
was used for
the analyses.
It was
believed that
there would
be a
significant
relationship
between
grades and the
five
communicatio
n factors
which there
was, (F
(1,96) = 3.01,
p < .05).
However,
only two of
the five
communicatio
n factors were
significant in
the
post-hoc tests,
challenging (F
(1,96) = 2.48,
p <.05) and
controlling
behaviours (F
(1,96) = 2.43,
p
<.01) such
that higher
grades were
received by
the students
who
perceived
their teachers
to be
more
controlling
and/or
 challenging.
There were no
significant
findings with
respect to
grades for the
encourageme
nt and praise,
non-
verbal, and
understanding
and friendly
behaviour
variables
A multiple
regression and
follow-up
paired
analyses
provided
some support
for hypothesis
1.
Correlational
analysis
would not
provide
answers to
the questions
of causation
(Scaife,
2004),
therefore
multiple
regression
was used for
the analyses.
It was
believed that
there would
be a
significant
relationship
between
grades and the
five
communicatio
n factors
which there
was, (F
(1,96) = 3.01,
p < .05).
However,
only two of
the five
communicatio
n factors were
significant in
the
post-hoc tests,
challenging (F
(1,96) = 2.48,
p <.05) and
controlling
behaviours (F
(1,96) = 2.43,
p
<.01) such
that higher
grades were
received by
the students
who
perceived
their teachers
 to be
more
controlling
and/or
challenging.
There were no
significant
findings with
respect to
grades for the
encourageme
nt and praise,
non-
verbal, and
understanding
and friendly
behaviour
variables
A multiple
regression and
follow-up
paired
analyses
provided
some support
for hypothesis
1.
Correlational
analysis
would not
provide
answers to
the questions
of causation
(Scaife,
2004),
therefore
multiple
regression
was used for
the analyses.
It was
believed that
there would
be a
significant
relationship
between
grades and the
five
communicatio
n factors
which there
was, (F
(1,96) = 3.01,
p < .05).
However,
only two of
the five
communicatio
n factors were
significant in
the
post-hoc tests,
challenging (F
(1,96) = 2.48,
p <.05) and
controlling
behaviours (F
(1,96) = 2.43,
p
<.01) such
that higher
grades were
received by
 the students
who
perceived
their teachers
to be
more
controlling
and/or
challenging.
There were no
significant
findings with
respect to
grades for the
encourageme
nt and praise,
non-
verbal, and
understanding
and friendly
behaviour
variables