Evaluating Teaching Effectiveness Through Student Outcomes: An Analysis of Clarity, Helpfulness, and Feedback Timeliness
DOI:
https://doi.org/10.53555/es.v12i1.2513Keywords:
teaching effectiveness, student performance, instructional clarity, feedback timeliness, higher educationAbstract
This study investigates the relationship between teaching effectiveness and student academic outcomes by focusing on three key instructional attributes: teaching clarity, teaching helpfulness, and feedback timeliness. Using a quantitative, cross-sectional design, the study analyzes a secondary dataset comprising 1,000 student observations with variables related to academic performance, engagement, and perceived teaching quality. Descriptive statistics, correlation analysis, and multivariate regression techniques were employed to assess the extent to which these instructional factors influence student outcomes. The results reveal that the relationships between teaching variables and academic performance are weak and statistically insignificant, with the regression models explaining minimal variance in final grades and performance categories. These findings challenge conventional assumptions regarding the direct impact of perceived teaching quality on measurable student achievement. The study highlights the complexity of teaching effectiveness, suggesting that student outcomes are shaped by multiple interacting factors beyond isolated instructional attributes. The results also raise concerns about the validity of commonly used teaching evaluation metrics based solely on student perceptions. The study contributes to the literature by providing an empirical examination of teaching effectiveness using secondary data and emphasizes the need for more comprehensive, multidimensional approaches in future research to better understand the dynamics of teaching and learning in higher education contexts.
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