Northern Luzon Adventist College

Artacho Sison, Pangasinan

“The school that prepares for life”

STUDENT FEEDBACK ON TEACHER EFFECTIVENESS: A QUANTITATIVE

ANALYSIS

A research paper presented to the faculty of

Northern Luzon Adventist College

Academy Department

In partial fulfillment of the

requirements for the subject

English for Academic Purposes Program

By:

Almoite, Andrea Joie Z. Cornelio, Noelle Angela V.

Cordoviz, Jculyanna Leigh Y. De Guzman, Mary Ann G.

To:

Ervie Kathlene Kay B. Failma

 CHAPTER I

INTRODUCTION

Background of the Study

In today's' classrooms, there has been a notable shift, granting students greater significance

and empowerment within the education system. This change has brought forth the concept of

prioritizing students' satisfaction, and now has become a crucial consideration in the nation's

educational objectives (Leyla Temizer et al., 2012). Nowadays, quality teaching is seen as a

product offered by educational institutions to attract and satisfy students, thereby enhancing their

market value, attracting new enrollees, retaining existing ones, and building a reputable position

in the education sector (Leyla Temizer et al., 2012; Shinn, Yun Ho 1997).

Numerous researchers contend that students possess the ability to evaluate their instructors'

teaching approaches, assessment methods, and classroom management capabilities, allowing them

to express satisfaction or dissatisfaction with the teaching methods. In this context, an essential

factor in ensuring quality teaching and garnering students' satisfaction is the proficiency of the

teacher's pedagogical skills. The impact of teachers' pedagogical skills on students' academic

performance and engagement in classroom activities is consistently recognized as a vital element

in delivering quality education. To elaborate further, in alignment with the National Education

Policy 2019 (Page No. 10) and the National Curriculum for 2019 (Chapter No. 5), there is a notable

emphasis on enhancing teachers' professional development and effectiveness by honing their

pedagogical skills. But as a matter of fact, students' satisfaction with teachers' pedagogical skills

and instructional methods has often been overlooked and not given due consideration by

educational authorities (M. Nauman et al., 2010)

 REVIEW OF RELATED LITERATURE

International

The analysis on feedback's impact on student achievement underscores its crucial role, with

Hattie's meta-analyses revealing a significant effect size of 0.70. Wisniewski et al.'s recent study

emphasizes the effectiveness of high-information feedback incorporating self-regulation (d =

0.99). Despite this, the specific mechanisms of students using feedback for learning improvement

remain unclear, and a recognized disparity exists between student and teacher perceptions of

feedback. Six studies in a special issue delve into teacher feedback's influence on student learning,

emphasizing the importance of understanding students' perspectives. These studies explore

mediating factors such as growth-oriented goals, feedback beliefs, and school identification.

Contributions include Burns et al.'s findings on personal best goal setting in mathematics

achievement, Winstone et al.'s highlighting of feedback self-efficacy, Carvalho et al.'s

identification of school identification as a crucial mediator, and Man et al.'s positive impact of

rebuttal writing on engagement. Shin et al.'s study emphasizes personalized feedback based on

cognitive styles. Koenka et al.'s meta-analyses on grades versus feedback show mixed effects.

Overall, these studies significantly contribute to understanding feedback mechanisms and take a

meaningful step in advancing the field, acknowledging the collaborative effort of reviewers and

international colleagues.

Mandar Chitre and Dipti Srinivasan address the challenges and biases associated with using

student feedback as a tool for evaluating teaching effectiveness. Despite the acknowledged

shortcomings of the student feedback system, the authors highlight its significance in assessing

student learning and teaching effectiveness. They particularly emphasize the biases introduced by

variables such as class size, teaching activity type, and level. To mitigate these biases, the authors
propose a mathematical model for obtaining an unbiased minimum variance estimate of teaching

effectiveness using feedback scores submitted by students. The model is validated using data from

a large engineering department, involving 100 academic staff members and 2500 students, over

three academic years. The correction factors introduced by the model successfully eliminate biases

related to class size, teaching activity, and level. The paper concludes by recommending a

minimum response size of 25 students across all modules taught by a teacher in an academic year

for an accurate measurement of teaching effectiveness. The proposed model provides a

comprehensive and statistically grounded approach to evaluating teaching performance based on

student feedback.

Local

The Philippine government is one of the most powerful nations in terms of producing

qualified teachers. Every sector in an organization, such as the educational sector, has a need for

professional development for their own growth and for promotion. As a result, there are states,

universities, and colleges that greatly offer master's and PhD degrees in education specialization

to transform individuals into efficient ones. Furthermore, a resource-based model is a key

component in achieving the goal of teachers or employees in a government because of its goal to

produce well-competitive, knowledge-sharing citizens and work-oriented, efficient employees.

According to Aslam et al. (2016), modern technologies, teaching methods, and approaches to

facilitating education for students' academic performance would increase their chances of success.

The study reveals that the fact that students transfer from one institute to another has shifted the

educational paradigm from teacher satisfaction to student satisfaction. Simply by involving

students, institutions are constantly interested in assessing, evaluating the effectiveness of the

educational system, and evaluating individual teacher performance. The top management of
schools has been interested in reevaluating the teaching standards, policies, quality, and

methodologies, which has resulted in increasing focus being given to student satisfaction.

Identifying measures of teaching effectiveness and student satisfaction is therefore very

essential. Student competencies are predicted and developed by teachers' expertise and

qualifications. A study of teachers' backgrounds and experience made predictions about their

students' professional success (Michaelowa, 2002; Aslam et al., 2016). Several studies have

investigated the connection between teaching careers, teacher job satisfaction, and student

achievement (Johnson, Kraft, & Papay, 2012; Veldman et al., 2013). Few studies, however,

have examined how teacher qualifications, experience, instructional strategies, knowledge

sharing, and a knowledge- intensive culture affect students' levels of satisfaction. The

catchphrase of the DepEd, "no child left behind," communicates disparity, but learning

development must have precedence above economic growth.

The Department of Education's new platform presents difficulties for both students and

teachers. Due to these circumstances, schooling must "adapt fast" to the pandemic's new

normal. Academic institutions must change more quickly to accommod ate the unanticipated

shift to online and modular learning while maintaining high academic standards (Sagales et al.,

2021; Saro et al., 2022). Douglas et al. (2015), learning, teaching strategies, and supported

services can all influence student satisfaction. Other academics have investigated how a teacher's

educational background and experience affect students' satisfaction. Finding indicators that can

predict student satisfaction is essential since students serve as the face and image of their schools.

There is little research on the relationship between successful knowledge sharing, teaching

techniques, and student happiness. Numerous researchers have discovered a connection

between teachers' job satisfaction, professional success, and growth (Chapman et al., 2012;
Skaalvik & Skaalvik, 2011). There is, however, a paucity of literature that examines the

impact of teacher expertise, experience, instructional methods, and knowledge-sharing on

student satisfaction. Professionals in the education industry may find it helpful to comprehend

this link as they create new policies to fix the problems and enhance teaching techniques.

Additionally, by stimulating the creation of techniques to keep students and earn their loyalty, this

study may be advantageous to top management and strategic thinkers (Lenton, 2015). The

purpose of this study was to investigate the impact of public school teacher qualifications and

teaching experience on students’ academic performance and satisfaction. Moreover, the study

sought to determine the teacher's skills and abilities, methodologies, and knowledge sharing

to mediate the association between teacher experience, teacher qualifications, and student

satisfaction. Thus, the researcher can consider teacher well-being in terms of overall well-being as

well as the four dimensions or corners in order to conduct an in- depth exploration and

understanding of teacher well- being in public schools and its significant factors in terms of

the working environment and its setting.

Purpose

The study seeks to investigate the correlation between student feedback and teacher

motivation, job satisfaction, and professional development. By conducting a quantitative analysis,

the goal is to provide valuable insights that can inform the development of evidence-based

strategies for leveraging student feedback to enhance teacher effectiveness and improve student

learning outcome.
Statement of the Problem

In today's educational landscape, student feedback on teacher effectiveness is increasingly

recognized as an important tool for assessing and improving educational quality. Despite the

increasing acknowledgment of the importance of student feedback, several critical issues and gaps

persist in the understanding and utilization of this information.

1. Understanding the Impact of Feedback: Despite widespread recognition of the importance

of student feedback, there is a lack of understanding about how specific aspects of this feedback

influence teacher effectiveness. Exploring the nuanced aspects of feedback that contribute to

instructional improvement is critical for creating a culture of continuous growth and

development.

2. Biases in Feedback Evaluation: The challenges and biases associated with using student

feedback to evaluate teaching effectiveness are significant. Class sizes, teaching activity types,

and academic levels all introduce biases that must be carefully considered. A comprehensive

and statistically sound approach is required to obtain an unbiased assessment of teaching

effectiveness.

3. Feedback Reliability and Validity: Students' feedback as an indicator of teacher effectiveness

often comes into question. The intention of this study is to examine the consistency and

accuracy of student feedback, ensuring that it truly reflects the impact of teaching practices on

their learning experience.

 CHAPTER II

METHODOLOGY

Before starting our study, we decided on a relevant topic and created a research title that

our teacher approved. To create an excellent basis, we then conducted a thorough investigation and

reviewed the relevant literature. After that, we carefully identified and stated the problem statement

as well as the goal of our study. We constructed a survey questionnaire with our teacher's approval

and the appropriate permission from the school administration in order to collect actual

information. We successfully completed our survey after making all the necessary preparations,

which set the foundation for the next stages of our study

The participants in this research are exclusively Grade 12 STEM A students of Northern

Luzon Adventists College. A total of forty-three students participated in our survey, sharing

insights on their satisfaction with a specific teacher. The research aims to explore how the teacher

teaches and determine whether the students are satisfied with his character and teaching methods.
 CHAPTER III

RESULTS AND DISCUSSION

Results

This chapter provides the discussion of results for this study. In addition, it explains the

observation on the weaknesses and strengths of this study as well as suggestions for improvement

and future work. In the end, this chapter summarizes and concludes the entire study.

The table below shows the total average of every performance indicator:

Table 1 : Performance Indicator

I.INSTRUCTIONAL Average Mean Interpretation

COMPETENCE
1. Formulates/adopts objectives of 2.65 Intermediate
lesson plan
2. Selects content and prepares 2.60 Novice
appropriate instructional
materials/teaching aids
3. Selects teaching 2.65 Intermediate
methods/strategies
4. Relates new lesson with previous 2.81 Intermediate
knowledge/skills
5. Provides appropriate motivation 2.16 Novice
6. Presents and develop lessons 2.81 Intermediate
7. Conveys ideas clearly 2.41 Novice
8. Utilizes the art of questioning to 3 Intermediate
develop higher level of thinking
9. Ensures pupils/students 2.81 Intermediate
participation
10. Addresses individual differences 2.18 Novice
11. Shows mastery of the subject 2.90 Intermediate
matter
12. Maintains clean and orderly 2.76 Intermediate
classroom
13. Maintains classroom conducive 2.76 Intermediate
to learning
TOTAL 2.65 Intermediate
Legend: 1-1.80(basic), 1.81-2.60 (novice)2.61-3.40(intermediate), 3.41- 4.20(Advanced), 4.21-5(expert)
 According to Table 1, a significant portion of grade 12 STEM A students, scoring 3, express

contentment with instruction utilizing questioning for higher-level development. Additionally,

high levels of satisfaction are reported among students for professors demonstrating subject-matter

expertise, garnering a score of 2.90. However, the lowest scores, notably 2.16, are attributed to

professors addressing individual differences, and the provision of adequate motivation, with a

score of 2.18, indicating areas where improvements may be needed.

Table 2: Characteristics

II.PROFESSIONAL AND Average Mean Interpretation

PERSONAL CHARACTERISTICS
1.Decisiveness 2.48 Novice
2. Honesty/Integrity 2.83 Intermediate
3. Dedication/Commitment 3.18 Advanced
4. Initiative/Resourcefulness 2.86 Intermediate
5. Courtesy 2.44 Novice
6. Human Relations 2.39 Novice
7. Leadership 2.65 Intermediate
8. Stress Tolerance 2.18 Novice
9. Fairness/Justice 1.88 Novice
10. Proper Attire/Good Grooming 2.88 Intermediate
TOTAL 2.57 Novice
Legend: 1-1.80(basic), 1.81-2.60 (novice)2.61-3.40(intermediate), 3.41- 4.20(Advanced), 4.21-5(expert)

Table 2 illustrates varying scores for different attributes, with dedication/commitment

receiving the highest score of 3.18, indicating a strong presence of this trait. Proper attire/good

grooming follows with a score of 2.88, reflecting a positive but slightly lower evaluation. On the

lower end, fairness/justice holds the lowest score of 1.88, suggesting a comparatively weaker

perception in this aspect. Stress tolerance, with a score of 2.18, falls moderately in the ranking,

indicating room for improvement in handling stress-related

Table 3: Attendance

III.PUNCTUALITY AND Average Mean Interpretation

ATTENDANCE (Including meetings
and Required school activities)
1.Punctuality - number of times tardy 3.20 Intermediate
during the rating period
2. Attendance - number of days absent 3.46 Advanced
during the rating period
TOTAL 3.33 Intermediate
Legend: 1-1.80(basic), 1.81-2.60 (novice)2.61-3.40(intermediate), 3.41- 4.20(Advanced), 4.21-5(expert)

The table presented below serves as a clear testament to the overall satisfaction expressed

by students regarding the performance of their respective teachers. The comprehensive data

encapsulated in the table highlights positive feedback and affirms the effectiveness of the teaching

methods employed, thereby reinforcing the notion of a well-received and impactful educational

experience.

Performance Indicator Total Average Descriptive Rating

I. Instructional Competence 2.65 Satisfactory
II. Professional and Personal 2.57 Satisfactory
Characteristics
III. Punctuality and 3.33 Satisfactory
Attendance
Key to descriptive rating: 1 (needs improvement), 2 (unsatisfactory), 3 (satisfactory), 4 (very satisfactory), 5
(outstanding)

Discussion
Upon a closer examination of the students' comments, it becomes evident that there is a

divergence in perspectives regarding the teacher's performance. While some students express

satisfaction with the teaching style, others raise concerns about perceived unfairness,

inconsiderateness, favoritism, and an excessive workload. These varied opinions underscore the

nuanced nature of the teacher-student dynamic. It is noteworthy that the constructive feedback
suggests a collective desire for improvement in the teacher-student relationship, urging the

instructor to consider adjustments in their approach to create a more equitable and supportive

learning environment. Addressing these specific concerns could potentially enhance the overall

satisfaction and engagement levels among students, fostering a more positive educational

experience.

Recommendation

Improvement in teacher-student relationship:

• Paying close attention to student’s thoughts and concerns fosters a sense of understanding

and connection.

• Recognizing and addressing each student’s unique needs and strengths helps personalize

the learning experience.

Adjustment for a more comfortable learning environment:

• Being approachable and accessible makes students feel more comfortable seeking

guidance or guidance or clarification.

• Acknowledge student’s efforts and accomplishments through positive reinforcement to

cultivate a positive atmosphere.

• Integrate student’s interests into lessons to enhance engagement and relevance in the

learning experience.

• Communicate expectations and guidelines clearly, offering a sense of structure and

predictability.
Enhancing Research Validity:

• To strengthen the research, it is necessary to include all students of the specific teacher

because, in our study, only one section was surveyed. Some students may harbor anger or

resentment toward the teacher, causing bias and rendering the research unreliable.

Prioritizing these factors enables teachers to establish an environment that supports positive

teacher-student relationships, enriching both academic and emotional facets of the learning

journey. Through the implementation of these strategies, teachers can contribute to a more

comfortable and supportive learning environment, promoting a positive and enriching educational

experience for students.

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