Isolation of Teaching Effectiveness Factors from Nigerian Senior Secondary School Chemistry Students' Point of View


Establishing the specific criteria by which effective teaching can be evaluated is a vital step in the teaching learning process. Students’ evaluation is commonly used in developed countries to provide information that could be used by teacher to improve his/her teaching and by administrators to make personnel decisions like promotion . Although students’ evaluation of teaching is one area of educational research that is becoming increasingly emphasized in recent times in Nigeria, but limited attention is still given to the identification of teaching effectiveness factors from students’ point of view, in order to develop a valid and reliable instrument. This study therefore analysed secondary school students’ evaluation of teaching effectiveness factors in chemistry. The study adopted survey research design of ex-post facto type. Two thousand nine hundred and eighty eight SSII chemistry students participated, using multistage and stratified random sampling techniques from the six states in the Southwest geopolitical zone of Nigeria. Data collected through validated and reliable “Students’ Evaluation of Teaching Effectiveness Scale (0.78)” were analysed using factor analysis. The major findings of the study was the isolation of nine teaching effectiveness factors from chemistry students’ point of view. Chemistry students regard teacher-student interaction as the most important teaching effectiveness factor, while giving assignment is the least important. Educational planners, policy makers and administrators are therefore urged to work out modalities for the development and implementation of students’ evaluation of teaching effectiveness instrument for use at the secondary level of education