UM Student Perceptions of Effective Teaching

Introduction

During Spring, 2000, COMM Studies students Mollie Eckman, Ben Torpy, Joel Partain, and Danielle Markovich surveyed UM students (in a stratified random sample of classes) to find out their perceptions of effective teaching. Among other tasks, respondents were asked to rate 18 teacher behaviors on a 5-point Likert scale in terms of how they contributed to the learning process (1 = no effect on the learning process; 5 = essential to the learning process).

Students were then asked to make a forced choice between behaviors. Five aspects of teaching were compared against each other.

Demographics

165 respondents
24% freshmen, 17% sophomores, 23% juniors, 27% seniors, 7% graduate students, 2% other
52% female, 48% male
72% traditional age college students; 27% non-traditional

Results

The following behaviors of UM instructors (ranked from most to least impact)
were found to have the greatest impact on student learning. All of the 18 behaviors were rated at "aids in the learning process" or higher, with instructor knowledge of the subject raking highest, and use of outside resources the lowest.

5 = essential to the learning process
4 = strongly aids the learning process
3 = aids the learning process
2 = slight effect on the learning process
1 = no effect on the learning process

	Mean
Displays accurate knowledge of subject	4.75
Respects students	4.59
Prepared for class	4.41
Displays genuine love/interest for subject	4.41
Creates a positive learning environment for students	4.37
Easy to approach	4.31
Uses real life experiences and examples to relate class material	4.29
Uses up to date materials and research	4.24
Energetic	4.17
Stresses the most important ideas	4.12
Available outside of class	4.09
Allows expression of different points of view	4.08
Purpose of class is clearly stated	4.00
Incorporates humor into presentations	3.99
Gives time during class for summary and questions	3.91
Incorporates the use of visual aids	3.78
Makes notes accessible outside of class (internet, etc.)	3.61
Uses outside resources (guest speakers, etc.)	3.50

In the forced-choice, students found the following as most important:

Presentational style (ranked highest)
Methods of presentation
Student/teacher interaction
Class content
Organization of class

Although there were no major differences by class in the forced-choice part, presentational method was deemed most important by sophomores. There were no differences by year on the other variables of style, interaction, class content, or organization.