TEACHING CLARITY, HELPFULNESS, AND FEEDBACK TIMELINESS AS PREDICTORS OF CLASS PARTICIPATION AND STUDENT PERFORMANCE

Abstract

This study examined whether teaching clarity, teaching helpfulness, and feedback timeliness predict class participationand student performance. The study employed a quantitative, cross-sectional, explanatory design to analyze a secondarydata set of 1,000student records. Teaching clarity, teaching helpfulness, and timeliness of feedback were the independentvariables and the dependent variables were student performance and class participation. The data were analyzed usingdescriptive statistics, Pearson correlation, multiple linear regression, and ordinal logistic regression. The findingsindicated that the three teaching-related variables were rated at moderate levels, whilst student performance wasclustered at the average and good categories. Correlation analysis revealed that the teaching clarity had a weak positiverelationship with the class participation, which was statistically significant. The only significant predictor of classparticipation in the multiple regression model was the teaching clarity, though the overall explanatory power of the modelwas extremely low. Feedback timeliness was the only predictor that was significantly important in the ordinal logisticregression analysis, which indicated that the timeliness of feedback was also related to higher likelihood of achievinghigh academic performance. The predictor of either outcome was not significantforteaching helpfulness. In general, theresults present some scanty yet significant evidence that certain dimensions of teaching effectiveness are related to studentbehavioral and academic outcomes. The paper underscores the practical significance of explicit teaching and feedback in facilitating student interaction and achievement.