Cross-level effects of class characteristics on students' perceptions of teaching quality
Publication in refereed journal

香港中文大學研究人員

引用次數
替代計量分析
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其它資訊
摘要Using the multilevel methodology, this study analyzed 3 dimensions of teaching quality perceived by Chinese students in Hong Kong, China: (a) overall satisfaction with lecturing performance, (b) overall satisfaction with course design, and (c) a self-rated measure of effort devoted to studying. The models capture both student-level and class-level effects within the same analytical framework. Seniors and students majoring in the same subject as the course were found to be more satisfied with course design and to work harder than others. The strongest effect on course ratings, however, came from students' judgment of various aspects of course design and lecturing skills. In addition, larger classes tended to record lower ratings on all outcome measures. In terms of cross-level interaction, students' perceptions of teaching attitude affected their rating of course design and effort in studying more markedly in smaller than in larger classes, and appropriate course content played a more critical role in the rating of lecturing performance in heterogeneous than in homogeneous classes.
著者Ting KF
期刊名稱Journal of Educational Psychology
詳細描述ed. by Michael Pressley
出版年份2000
月份12
日期1
卷號92
期次4
出版社AMER PSYCHOLOGICAL ASSOC
頁次818 - 825
國際標準期刊號0022-0663
電子國際標準期刊號1939-2176
語言英式英語
Web of Science 學科類別Psychology; Psychology, Educational; PSYCHOLOGY, EDUCATIONAL

上次更新時間 2021-25-01 於 01:20