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IMPACT OF STUDENTS’PERSONALITY ON THEIRPERCEPTION ABOUT THE
EFFECTIVENESS OF TEACHEREVALUATION PROCESS
Junaid HameedFall, 2013
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Introduction
Course Evaluation Justifcation
Types
Big Five Personality Types Extraversion
Agreeableness Conscientiousness Emotional Stability Intellect
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Literature Re ie!
Course Evaluation60% minimum required or meaning ul results!Brennan "00#$
&ualitative tools di'cult to analy(e !)*rami+ "00,$
-tudent Perception.elia*le and E/ective Process !Hodges and -tanton+
"00 $+ !)merican 1niversity o Beirut+ "0,0$ Teac2ers don3t pay attention and consider it as frealaram !Edstrom +"004$+ !Hodges and -tanton+"00 $
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Literature Re ie!
-tudent Personality5n2erent perception partly e plains attitudes and responses!Ferguson and Barg2+ "00#$Positive perception leads to positive actions !-aade3 etal+"0," $Belie s acquired during time are in accordance 7it2personality!8aier et al+ "0,"$5mpact o personality on Career C2oice !9noyase and9noyase+ "00:$ and Educational Per ormance !Felder et al+$ ;!Furn2am et al+ "00
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Pro"#e$ State$ent
5ndi/erent Be2avior to t2e process
5n>ated =rading
Bias impacting overall process
.apid c2anges in evaluation results
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O"%ecti e& o' t(e Stud)
?2at is Pa@istani students3perception a*out t2e e'ciency o
Teac2er evaluationAcourse eed*ac@process
5s t2is perception o t2e scenarioe/ected *y personal actors suc2 aspersonality o t2e students
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Re&earc( Fra$e!or*
5mpact o personality o Belie s andPerception
Previouse perienc
es
Personality
Belie sand
Perception
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Re&earc( Fra$e!or*
I$+act o' "e#ie'& u+on action&
)ctions ta@en
Belie s andPerception
-ituationalFactors
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Re&earc( Fra$e!or*
Factor& attri"utin, to &tudentre&+on&e& durin, a cour&e
e a#uation +roce&&-
-tu dent.esponses
9t2ersituation
alFactors
E perience
during acourse
Perceptionsand Belie s
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Re&earc( Fra$e!or*
De+endent Varia"#e. Perception a*out e'ciency o t2e Course
Evaluation Process
Inde+endent aria"#e.
-tudent Personality
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H)+ot(e&i&
H1 : The students’ personality has an impact ontheir perception about efciency o teacherevaluation process
H,a The students’ personality has an impact on their perception about e!ectiveness o teacher evaluation process to properly represent student opinion
H,* The students’ personality has an impact on their perception about e!ectiveness o teacher evaluation process as an a"ent o uture improvement
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Met(odo#o,)
Re&earc( De&i,n
Bi, Fi e $ode# +re iou) u&ed !it(re&+ect to.
▪ Teac(in, and teac(er +er&ona#it) /Ari' eta#0 12314
▪
Acade$ic di&(one&t) and &tudent+er&ona#it) /Aa$ and Na5ir0 12334-
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Met(odo#o,)
Big Five Personality Dimensions !El@a2taniet al +"0,,$
Lower End Dimensions Higher End
Angry, Tense, Nervous, Envious,Unstable
EmotionalStability
Calm, Relaxed, At Ease, Not Envious, Stable
Unintelligent, Imperceptive, Non analytical,Uninquisitive, Unimaginative
penness toExperience
Intelligent, !erceptive,Analytical,Inquisitive, Imaginative
Introverted, Unenergetic, Silent,Unent"usiastic, Timid ExtraversionExtroverted, Energetic,Tal#ative,Ent"usiastic, $old%
Cold, Un#ind, Uncooperative,Sel&is", Rude% Agreeableness
'arm, (ind, Cooperative,Unsel&is", !olite
)isorgani*ed, Irresponsible,Undependable, Negligent,
Impractical%
Consciousnessrgani*ed, Responsible,
Reliable,
Conscientious, !ractical%
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Met(odo#o,)
Varia"#e&
E6ecti ene&& to $ea&ure cour&e 7ua#it). Honest andcompre2ensive eed*ac@ possi*le 7it2 course evaluation!5nverse$ Course evaluation is an in ective tool CEP addressesclear sets o* ectives CEP is a defnitive tool CEP is neutral
E6ecti ene&& to act a& an i$+ro e$ent $ea&ure. CEP 2asimpact on improvement in course quality student eed*ac@
considered *y management !inverse$ no c2ange in previousattitudes e tra opinion are given due consideration
O era## +erce+tion a"out CEP. E/ectiveness to measurecourse quality E/ectiveness to act as an improvementmeasure
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Met(odo#o,)
Sa$+#e Se#ectionPrivate sector universities o Garac2i
72ere Course evaluation is regularl y carried out" " respondents out o #00 !6"%response rate$
Pu*lic sectors not included due toirregularity in process
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Re&u#t& and Di&cu&&ion
.elia*ility
Cronbach's Alpha N of Items
%+ - ./
N %Cases 0alid .1. --%-
Excluded a
- %-Total .1. --%-
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Re&u#t& and Di&cu&&ion
De&cri+ti e Stati&tic&8ender
Mini$u$
Ma9i$u$ Mean
Std-De iation
8ale 9verall perceptiona*out CEP
, 6 # 64 < 0 <6
,4 <
E'ciencyperception o CEP
, "0 # 60 < 0:<0
#0:#
CEP a*ility toimprove
, 00 # < 0#46
"
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Re&u#t& and Di&cu&&ion
De&cri+ti e Stati&tic&8ender Mini$u$
Ma9i$u$ Mean
Std-De iation
8ale
)greea*leness ,
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Re&u#t& and Di&cu&&ion
Re,re&&ion Ana#)&i&E'ciency perception o CEP
Per&ona#it) t)+e RRS7uar
e
Ad%u&ted
R S7uare
Std- Erroro' t(e
E&ti$ate
Si,ni:cance
Va#ue)greea*leness ,,, a 0," 004 #:0< 0 4Consciousness ,,, a 0," 004 #:0 0 :
Emotional -ta*ility 00:a
000 I 00# "#< 44"E traversion 0:# a 00: 00 00< ,
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Re&u#t& and Di&cu&&ion
Re,re&&ion Ana#)&i&E'ciency perception o CEP
Per&ona#it) t)+e RR
S7uare
Ad%u&ted
R S7uare
Std- Erroro' t(e
E&ti$ate
Si,ni:cance
Va#ue)greea*leness 0,6 a 000 I 00#
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Re&u#t& and Di&cu&&ion
Re,re&&ion Ana#)&i&E'ciency perception o CEP
Per&ona#it) t)+e RR
S7uare
Ad%u&ted
R S7uare
Std- Erroro' t(e
E&ti$ate
Si,ni:cance
Va#ue)greea*leness 0# a 00" I 00"
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Re&u#t& and Di&cu&&ion
Corre#ation
Corre#ation.
O era##
+erce+tion
a"out CEP-
E9tra er&
ion
9verall perception a*out
CEP
Pearson
Correlation, I , ,
-ig !"Itailed$ 006
E traversion
Pearson
Correlation I , , ,-ig !"Itailed$ 006
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Re'erence&)*rami+ C P !"00,$ 5mproving Judgments )*out Teac2ingE/ectiveness 1sing Teac2er .ating Forms+ #e$ %irections or&nstitutional 'esearch + !"00,$ ,0:+ :I4
)l@a2tani+ ) H + Jarad+ 5 ) + -uleman+ 8 + ; Li@*in+ D !"0,,$ THE
58P)CT 9F PE.-9L)M5TN )LD ME)DE.-H5P -TNME- 9L ME)D5L=CH)L=E C)P)B5M5TN 9F 8)M)N-5)L 8)L)=E.- (ustralian )ournal o *usiness and +ana"ement 'esearch + 0I::
)merican 1niversity o Beirut+ Faculty and tudent -erspectiveson tudent Teachin" .valuations, .etrieved rom
2ttp AA777 au* edu l*AoiraA DocumentsAicOsurveyOreport doc
)ri + 5 8 + .as2id+ ) + Ta2ira+ - - + ; )@2ter+ 8 !"0,"$ Personalityand Teac2ing )n 5nvestigation into Prospective Teac2ers3Personality - &nternational )ournal o Humanities and ocial
cience, "! , $+,6,I, ,
)slam 8 - ; La(ir 8 - "0,, T2e 5m act o Personalit Traits
http://www.aub.edu/http://www.aub.edu/
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Re'erence&
Brennan J + ; ?illiams . !"00#$ Collecting and using student eed*ac@+ earnin"and Teachin" upport #et$or + Nor@ -cience Par@+ Nor@
Edstrom+ G !"004$ Doing course evaluation as i learning matters most+ Hi"her.ducation 'esearch %evelopment, " !"$+ : ,06
Felder+ . 8 + Felder+ = 8 + ; Diet(+ E J !"00"$ T2e E/ects o Personality Type onEngineering -tudent Per ormance and )ttitudes )ournal o .n"ineerin" .ducation,:,!,$+ ,I
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Re'erence&
=er*er+ ) - + Hu*er+ = ) + Do2erty+ D + Do7ling+ C 8 + ; Ha+ - E !"0,0$ Personalityand Political )ttitudes .elations2ips across 5ssue Domains and Political Conte ts
(merican -olitical cience 'evie$, !,0#$,+ ,,,I,,"
Hodges C M + ; -tanton G !"00 $ Translating Comments on -tudent Evaluations intot2e Manguage o Mearning+ &nnovative Hi"her .ducation !"00 $+