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EVALUATING TEACHING PERFORMANCE. FROM THEORY TO PRACTICE USING STATISTICAL TOOLS

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Author(s): MARE CODRUTA | DRAGOS SIMONA | SPAN GEORGETA

Journal: Annals of the University of Oradea : Economic Science
ISSN 1222-569X

Volume: 1;
Issue: 2;
Start page: 289;
Date: 2011;
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Keywords: higher education | teaching quality

ABSTRACT
The teaching performance is influenced firstly by the quality of the educational system. The universities are trying to raise the expectations regarding the methods used for evaluating the teaching quality. In order for the results to be as much as credible the evaluation must defer to the existing theory and to follow the standardized procedures, starting from some basic principles. The most used framework is represented by the 3P model which contains three parts: 1. The input (factors that come under the students and the professor) 2. The learning process (activities focused on learning, teaching methods, practical ability, individual study) 3. The outcome (the output of the learning process).This study presents some results of a questionnaire based on the existing economic theory and applied to a sample of master business students from Romania. The students were asked to give grades from 1 to 5 to several aspects related to the educational process. These aspects took into consideration the following: if the didactic activity was interesting for the students/ the relationship between the objectives of the course and the activity evolved/ the clarity of the presentations/ the degree of students' participation required by the teacher/ the methods and materials used/ the availability of the teacher. The average grade is 4.39, indicating a very high level of satisfaction, taking into account that the grades ranged from 1 to 5. For 50% of the students, the average grade was below 4.53, while for the other half it was above the specified value. But one has to see the value returned for the majority of the students. The mode equals 5, meaning that most of the students involved in the analyzed programme are extremely satisfied with the quality of the educational process. With a significance value Sig. = 0.004 /_ 0.01, we can state that there is correlation between the level of satisfaction expressed by the average grade and the number of classes missed by a student, at a confidence of 99%. The value of the Pearson coefficient is -0.213, which shows the existence of a weak reverse connection.
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