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Students' Evaluation of Teaching Effectiveness of Academic Staff in University of Calabar, Nigeria

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Students' Evaluation of Teaching Effectiveness of Academic Staff in University of Calabar, Nigeria 06-06.0i 12 NOV. 2008 .. BPrS ilL\.r{~5 STUDENTS' EVALUATION OF TEACHING EFFECTIVENESS OF ACADEMIC STAFF IN UNIVERSITY OF CALABAR, NIGERIA \'r>\o_rmatio,, :\_ BY 'lr c~\ ,:;:, .. ;. 1 0 /',P,/~•,t ....._ t• :;:; ' ~- 'l ;'<? ('> ·) r 1 BASSEY, BASSEY ASUQUO ~\ ,;:;,,§:,"~ )i: ' REG. NO.: EDT/Ph.D/02/009 .· ~~t~~~0[é A DOCTORATE DEGREE THESIS CARRIED OUT IN THE DEPARTMENT OF EDUCATIONAL ]fOUNDATIONS, GUIDANCE AND COUNSELLING UNIVERSITY OFLIBRARY CALABAR CALABAR --NIGERIA SUBMITTED TO GRADUATESCHOOL UNIVERSITY OF CALABAR CALABAR - NIGERIA CODESRIA IN PARTIAL FULFULMENT OF THE REQUIREMENTS FOR THE A WARD OF DOCTOR OF PHILOSOPHY (Ph.D) DEGREE IN EDUCATIONAL MEASUREMENT AND EVALUATION NOVEMBER, 2006. CERTIFICATION I hereby certify that this thesis 1s original and has been written by me. It is a record of my research work and has not been presented before in any previous publication. Bassey, Bassey Asuquo Signature• 4/~ ........ (EDT/Ph. D/02/009) Date .2?-f f~ lJlc,. D1·. M. T. Joshua S.~~1gnature .................... (Chief Supervisor) Qualification/Status: Date ... '?,'p/1.PY:: .. B. Sc, Hons. (Educ) Nsukka, M.Sc. (Iowa State, Ames, USA), Ph. D. (Calabar) LIBRARY - CODESRIA ii DECLARATION We declare that this thesis titled "Students' Evaluation of Teaching Effectiveness of Academic Staff in University of Calabar, Nigeria" by Bassey Bassey Asuquo (Registration Number EDT/Ph.D/2002/009) carried out under our supervision, has been examined an.d found to have met the regulations of the University of Calabar. We therefore recommend the work for the award of the degree of Doctor of Philosophy (Ph.D) in Educational Measurement and Evaluation. :..~î1• t= ~ Dr. M.T. Joshua Signature--'---------------""~ j0 (Head of Department) Qua lifications/Status: Date-----1?!!/.8/-9-f.._ B.Sc. Hons. (Educ.) Nsukka, M.Sc. (Iowa State, USA), Ph.D (Calabar) Senior Lecturer Dr. S.M. Akpan (Supervisor) LIBRARY Qua lifications/Status: B.Sc. (Educ.) Hons. M.Ed. - Date:-~:/-~~l____ _ Ph.D (Calabar) Senior Lecturer .. Dr. M.T. Joshua Signature------------------ (Head of Department) Qua lifications/Status: Date----~~/b/-~-1:---- B.Sc. Hons. (Educ.) Nsukka, M.Sc. (Iowa State, USA), Ph.D (Calabar) Senior Lecturer Professor (Mrs.) CODESRIAE.M. Ukpong Signature~--- (Graduate School Representative) Qua lifications/Status: B.Sc. (Educ.) Hons M.A. Ph.D; Date :----2:-_':ij_j_!~_Lt/!:__ _ Professer of Education Professor Andy I. Joe Signature-----&____ _ (External Examiner) Qua lifications/Status: Date :----------~\1-u.\~b B.Sc Educ. (Hons); M.Ed, Ph.D (Wales) Professor of Education 111 ACKNOWLEDGEMENTS My deepest gratitude goes to Jehovah, the Almighty God, for His love, mercy and grace upon my life and for the resources bestowed on me to undertake this programme to successful completion. To God be the glory. Honestly, a study of this depth would not have been successfully completed but for the help of several individuals who I must commend. I wish to thank profoundly, Dr. M. T. Joshua who played a tripartite role of being my chief supervisor, a dependable academic mentor and admirable Head of Department. for his unparalleled love, immeasurable _understanding and sound scholarly advice that saw me throügh this project. He identified himself with theLIBRARY study at all times provided some research. materials, and the many- enriching academic discourses throughout my course work and the thesis work. I also thank my supervisor, Dr. S. M. Akpan, for reading through the work patiently with useful comments. I am greatly indebted to Prof. A. J. Isangedighi, Prof. (Mrs) Akon E. O. Esu, Prof. (Mrs) E. M. Ukpong, Dr. (Mrs) Eka Uwe, Rev. Dr. I. E. CODESRIAUmoinyang, Dr. (Mrs) A. E. Asim, all of the University of Calabar, for their invaluable academic assistance to me. I leaned on them for generous suggestions and advice. I am exceedingly grateful to Prof. O. O. Lawal, Dr. E. E. Nkereuwem, Mr. S. G. Utuk, Dr. (Mrs) J. I. Iwe, Dr. U. I. Udofia, Dr. (Mrs) Eno Ottong, Dr. (Mrs) Chika Uchendu, Dr. (Mrs) Mfon Etuk, Mr. Etim Obisung, Chief O. E. Ani, Mr. Jacob Esin, Elder Okon Isuambuk, iv Mr. Christopher Mkpufin, Mr. Eric Ofre, Mr. E. U. Atsaye, Mrs. Patiene Biao, Mrs Glory Eyo Nsa, Mrs. Eno Okon (Nee Eno Onukak), Mr. Marcus Ogbuji, Mr. Ime Ekpo, Mrs Elizabeth Enyi, Mrs. Philomena Ekpo (alias Mma Ekpo), and all the staff of the University of Calabar Library, especially those m the Processing Division for their encouragement, understanding and love. This research work won CODESRIA's Small Grants for Thesis Writing, 2005. I owe CODESRIA a considerable debt of gratitude. I also owe a considerable debt of gratitude to many scholars whose works I have consulted, and all the academic staff and students who spared their time to give insight into the teaching effectiveness of academic staff in the University of Calabar. I am also grateful to my senior LIBRARYcousin Evangelist Ukpenumoh Onukak, of the Church of Christ, Calabar,- my friends in academics, Dr. Macaulay Isaac Umoh, of the Federal College of Education, Obudu, Mr. Francis Ogodo, Mr. Peter Bassey, Mr. Idaka Egbe Idaka, Miss Jurrien Ekanem, Mr. E. O. Effanga, Dr. Isaac Ofem Ubi and Mrs.Mary Offong for their encouragement, pieces of advice, and moral support. I am indebted to Rev. & Mrs. Festus Edet, Deacon & Mrs. Edem Bassey, DeaconCODESRIA & Mrs. Godwin Chukwu, Mr. & Mrs James Enyi, all of the Assemblies of God Church, Etta Agbor, Calabar, for their prayers. May God bless them abundantly. My childhood friend, Mr. Asuquo Okon Essang is also acknowledged. My dear wife, Mrs Patience Bassey, and our children, Blessing, Precious, Emmanuel, Peace and Joy showed great understanding, V paltient and tolerance throughout the period of study. I commend them immensely. The special support and prayers of my mother, Deaconess Akon Asuquo Bassey (Nee Mmama-Atting), my brothers, sisters and in­ laws are acknowledged and appreciated. The efforts of Miss Blessing Antai of PAT ANTING Computers in the final production of the thesis on computer are acknowledged and appreciated. To GOD be the GLORY. B. A. Bassey November, 2006. LIBRARY - CODESRIA vi ABSTRACT This study sought to ascertain, using students views, the extent of the teaching effectiveness of academic staff, faculty-by-faculty, m University of Calabar, Nigeria; and how gender, age, discipline, academic qualification, rank and teaching experience of academic staff influenced their teaching effectiveness. Nine null hypotheses and one research question were formulated to guide the study. The study adopted the ex post facto design using the stratified random sampling technique in selecting the 380 academic staff and 3800 undergraduate students for the study. The instruments used for collecting data were a 7-item Academic Staff Questionnaire (ASQ) and a 43-item University Students' Evaluation of Teaching Effectiveness Questionnaire (USETEQ). Population t-test, i~dependent t-test, dependent t-test, one­ way ANOVA, and three-way ANOV A wereLIBRARY used to test hypotheses at . 05 alpha leveL The following, among- others, were the findings of the study: (i) The teaching effectiveness of academic staff is significantly high. (ii) Academic staff in Faculties of Law and Education were assessed by students to be most effective while those in Faculties of Agriculture and Management Sciences were assessed least in teaching effectiveness. (iii) Gender of the academic staff was not a significant factor in their teaching effectiveness. (iv) Age, academic qualification, discipline, CODESRIArank, and teaching experience, taken individually, were significant factors in academic staff's teaching effectiveness. It was concluded that if quality/standard ofîearning among students/graduates of the University were low, something other than effective teaching might be responsible. Recommendation: academic staff should explore the use of student evaluation of instruction to foster their professional growth. vii TABLE OF CONTENTS Pages CERTIFICATION .. 11 DECLARATION iii ACKNOWLEDGEMENTS IV ABSTRACT Vll TABLE OF CONTENTS Vlll LIST OF TABLES XII LIST OF FIGURES XV CHAPTER ONE: INTRODUCTION 1. 1 Background of the study 1 1.2 Theoretical background .. 7 1.2.1 The systems theory LIBRARY 7 1.2.2 Models of school organization- and academic staff evaluation 11 1.2.3 Accountability theory 15 1.2.4 Professional competence evaluation 23 1.2.5 Okpala teaching evaluation model 27 1.2.6 JUBO model for evaluating teaching effectiveness 32 1.3 StatementCODESRIA of the problem 37 L4 Purpose of the study 38 1.5 Research questions 41 L 6 Hypotheses of the study 43 1. 7 Significance of the study 47 1. 8 Assumptions of the study 49 1. 9 Scope of the study 49 viii 1.10 Limitations of the study 50 CHAPTER TWO: LITERATURE :JlEVIEW 2.1 Eight typical concerns of stqdents' evaluation of instruction. 51 2.2 Student evaluation of teachers/feaehing effectiveness. 57 2.3 Academic staff's professional characteristics and teaching effectiveness. 61 2.4 Academic staff's gender and teaching effectiveness. 87 2.5 Academic staff's age and teaching effectiveness. 92 2.6 Academic staff's subject matter area and teaching effectiveness. 94 2.7 Academic staff's qualification and teaching effectiveness. LIBRARY 97 2.8 Academic staff's rank and t~aching- effectivertess. 102 2.9 Academic staff's teaching e~pe:çience and teaching effectiveness. .. 102 2.10 Students' gender and their evalmj.tion of teaching effectiveness. .. 105 2.11 Summary of literature re:view. .. 110 CHAPTERCODESRIA THREE: RESEARCH METHODOLOGY 3.1 Research design 115 3.2 Research area 117 3.3 Population of the study .. 117 3.4 Sampling procedure 118 3.5 The sample .. 120 3.6 Instr.umentation 123 ix 3. 7 Validation of the research instrument 124 3. 8 Data collection pro ce dure. 127 3.9 Scoring the instrument .. 128 3. 10 Operational definitions of variables 131 3.11 Procedure for testing hypotheses 134 CHAPTER FOUR: RESULTS AND DISCUSSION 4.1 General descriptio:jl of data 137 4.1.1 Description of academic staff persona! variables and students' gender 138 4.1.2 Description of teaching effectiveness variables .
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