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Abstract
The purpose for this research is to raise the discussions on the students’ satisfactory to their teachers’ teaching in the Management School of Chang Gung University and on the correlation between students’ evaluation on teachers’ teaching and the following factors: students’ gender, grades, majors, marks, course-taking, students’ involvement of the courses (e.g. students’ absence and days on leave, study hours per week, and learning attitude), the difficulty of the courses, teachers’ requirements in the courses (e.g. students’ preparation for the course and roll calls), teachers’ expectation for students’ achievement in learning (e.g. teachers’ scoring, difficulty of the tests and ratio of failing the course).
To fulfill the stated purpose, text analysis and questionnaire are applied in this research. The object studied is the opening classes of the Management School of Chang Gung University in the second semester in 1999; researching tool is a survey chart written by the author-- “ Opinion Poll for teachings in the Management School of Chang Gung University”. The information collected from the interview with 585 students from the opening classes of the Management School are loaded into the computer and analyzed with statistic software SPSS 8.0 and by statistic approaches as followed: description analysis, t-test, one-way ANOVA, Pearson’s Product-moment Correlation, and Multiple Stepwise Regression. Based on the analyses, the results in the research are listed below:
1.As a whole, students of the Management School of Chang Gung University show their satisfaction beyond the average degree at the evaluation for teachers’ teaching performance.
2.As for gender, the results of both female and male students’ evaluation on the teachers’ teaching, do not show any discrepancy in different gender in any level and on the whole.
3.As regards grades, the freshmen’s satisfaction at the teachers’ teaching content is obviously higher than the juniors’; sophomores’ satisfaction at teachers’ evaluations on learning is obviously higher than the seniors’.
4.In respect of majors, the results of students’ evaluation on teachers’ teaching in the Management School of Chang Gung University do not show any difference in majors.
5.As for marks, students with better marks show more satisfaction clearly at teachers’ teaching, and teaching methods than those with poorer marks; the former also give higher grades in self-evaluation than the latter.
6.As regards course-taking, course-takers show higher satisfaction at teachers’ teaching performance and give higher marks in self-evaluation than those who take courses for the first time.
7.Positive result is shown in the correlation between students’ evaluation on teachers’ teaching and the following factors: study hours per week, and learning attitude), the difficulty of the courses, teachers’ requirements in the courses. Negative result is shown in the correlation between students’ evaluation on teachers’ teaching and the following factors: students’ absence and days on leave, teachers’ scoring, and ratio of failing the course. Neither the difficulty of the courses nor roll calls is relative to students’ evaluation on teachers’ teaching.
8.Among all the expectations (e.g. variety of students’ background, students’ involvement of the courses, the difficulty of the courses, teachers’ requirements in the courses and teachers’ expectation for students’ achievement in learning), in total, seven items effective to predict students’ evaluation on teachers’ teaching are accordingly listed: “students’ preparation for the course students”, “ratio of failing the course”, “learning attitude”, “absence and days on leave”, “teachers’ scoring”, “difficulty of the tests” and “senior course-takers”.
The following suggestions based on the results of text analysis and case study approach are raised for the school and the teachers’ reference.
Suggestions to the school
1.Opening teaching files for all the teachers is helpful to hold evaluations systematically and collect long-term information.
2.To effectuate the evaluation, school should assist students to lessen the pressure getting employed and further education. Actual ways to do this is that the employment counseling office of the school should offer students guidance and counseling related to further education and employment, reinforce the interaction with students, update students’ news, and help students solve problems.
3.Based on the results of evaluation, hold meetings for discussion and follow up the teachers’ improvement in order to help teachers enhance the effectiveness in teaching.
4.Set up a teaching management system and a standard for teachers’ grading.
Suggestions to the teachers
1.Teachers should adopt variety of ways to evaluate students learning performance─e.g. multiply the evaluation of learning, which is to adapt the multiplicity of students’ learning, the multiplicity of learning activities, the multiplicity of students’ experience from their daily life and the multiplicity of students’ cognition.
2.Teachers should take “adaptive teaching” approach, allowing students to develop themselves according to their own personalities.
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