Differences in perceptions of effective teaching by faculty member's gender and student characteristics in a Turkish public university

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Tezin Türü: Yüksek Lisans

Tezin Yürütüldüğü Kurum: Orta Doğu Teknik Üniversitesi, Eğitim Fakültesi, Eğitim Bilimleri Bölümü, Türkiye

Tezin Onay Tarihi: 2018

Öğrenci: ECE YILMAZ

Danışman: SERAP EMİL

Özet:

The study aims to examine if there are statistically significant differences in student evaluations of teaching effectiveness by faculty members’ gender and student characteristics including students’ gender, grade and discipline. Data were gathered from 667 students studying in Middle East Technical University, Ankara. Data collection instrument had two parts: Demographic Information and Instructor Rating Questionnaire. Students were expected to select one of the faculty members whose course they had completed as the most or least effective, and rate how effective their teaching was. The first research question investigated if student evaluations of teaching effectiveness scores statistically differ by faculty member’s gender and student gender. The results did not indicate a statistically significant interaction between faculty members’ gender and student gender. Therefore, the main effects of faculty members’ gender and student gender were investigated; however, the results indicated no significant main effect for faculty members’ gender and student gender. The second research question investigated if student evaluations of teaching effectiveness scores statistically differ by the students’ grade. The results indicated that student evaluation scores significantly differ by students’ grade. Lastly, the third research question investigated if student evaluations of teaching effectiveness scores statistically differ by students’ discipline. The results displayed that student evaluation scores significantly differ by students’ discipline. All in all, the results showed that there are not statistically significant differences in student evaluations of teaching effectiveness scores by faculty members’ and students’ gender; but there are statistically significant differences in them by student characteristics which are students’ grade and discipline.