A Descriptive Study on Class Size toward Senior High School Students' Evaluation of Robotics Teachers

Autor/inn/en	Cervantes, Karen T.; Magno, Maritess T.; Monto, Jose, Jr.
Titel	A Descriptive Study on Class Size toward Senior High School Students' Evaluation of Robotics Teachers
Quelle	(2022), (22 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Class Size; Robotics; High School Students; Student Attitudes; Teacher Evaluation; Computer Science Education; Teacher Attitudes; Pedagogical Content Knowledge; Teacher Student Relationship; Teacher Behavior; Technological Literacy; Correlation; Teacher Effectiveness; Foreign Countries; Teacher Student Ratio; Likert Scales; Student Evaluation of Teacher Performance; Philippines + Suchen Sie Ihr Suchwort? Klassengröße; Robotertechnik; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Schülerverhalten; Teacher appraisal; Lehrerbeurteilung; Computer science lessons; Informatikunterricht; Lehrerverhalten; Pädagogische Kompetenz; Teacher student relationships; Lehrer-Schüler-Beziehung; Teacher behaviour; Technisches Wissen; Korrelation; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Ausland; Lehrer-Schüler-Relation; Likert-Skala; Philippinen
Abstract	Class sizes are vital to the conducive learning of students. As this study aimed to identify the difference in robotics teachers' evaluations depending on the class size number. Also, this research is focused on the evaluation of the teachers teaching Robotics at St. Dominic College of Asia. The instrument used is the standard teacher evaluation being used in the same institution, which gathers the mean score of the content knowledge, pedagogical knowledge, technological knowledge, and teachers' attitudes and behavior. The results of each part of the teacher evaluation did not vary significantly from each other as the result only varies from Very Satisfactory to Excellent. Though the class size number changes, the number of the mean scores collected from each category did not show a significant difference. Therefore, the study concludes that the class size number has no significant impact on the teacher evaluation since the number of results did not vary significantly. This implies that teacher evaluation results cannot be directly identified through the number of students in a classroom, but the teacher should be well-trained in the subject matter being taught. (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01