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Karar ağacı analizi kullanarak üniversite öğrencilerinin öğretim elemanı değerlendirme formlarındaki memnuniyetinin yordayıcılarını belirlemek
Student evaluation of teaching is a prevalent method to assess instructional quality and student satisfaction in higher education all over the world. However, there is an ongoing debate as to which characteristics of instructors make them effective. This study aimed to discover which instructional characteristics can predict student satisfaction levels. To this end, a CHAID analysis, a form of decision tree analysis, was conducted on SPSS to reveal the relationships between instructional characteristics of instructors and student satisfaction level measured by a SET form. The study was conducted at an English language preparatory school of a non-profit private university in Türkiye. 4281 forms including 23 Likert-type questions were analyzed. The findings show effectiveness and being supportive are the most significant predictors of student satisfaction. Following them, enabling students to evaluate different perspectives, encouragement to share views, feedback, and positivity are highly valued by students. Less significant predictors are found to be variety of activities, asking questions to encourage students to express opinions, subject knowledge, guidance, encouraging active participation, preparedness, and recommending publications in English. All in all, 13 of 23 items were significant predictors of student satisfaction.
Öğretmen geribildiriminin yüksek öğretimde yabancı dil olarak İngilizce öğrenenlerin yazma becerilerinin gelişmesindeki rolü
The aim of this case study was to explore the main stakeholders' perceptions regarding the role of teacher feedback on improving EFL students' writing ability and investigate the potential commonalities and/or discrepancies among these main stakeholders' perceptions in an English language preparatory program of a university in Turkey. For this mixed-methods study, the quantitative data were collected from 62 instructors and 497 students via a survey. To gather qualitative data, semi-structured interviews were conducted with 11 instructors and 11 students. The quantitative data were analyzed through descriptive and inferential statistics, and content analysis was used for the analysis of the qualitative data which came from open-ended question responses of the survey and one-to-one interviews. The findings of the study indicated some similarities and differences between instructors' and students' perceptions. Both instructors and the students thought demotivation is a significant factor in feedback. Instructors believe they give equal importance to grammar and meaning during their feedback. On the other hand, students reported that they mostly experienced grammar focused feedback although they expect more focus on meaning when they are provided with written feedback.