Influence of Students' Feedback on the Quality of Science Teaching among Undergraduates in South-West Nigerian Universities

Autor/inn/en	Agboola, Omowunmi Sola; Olajide, Simeon Olayinka
Titel	Influence of Students' Feedback on the Quality of Science Teaching among Undergraduates in South-West Nigerian Universities
Quelle	In: World Journal of Education, 5 (2015) 1, S.114-123 (10 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1925-0746
Schlagwörter	Undergraduate Students; Science Instruction; Foreign Countries; Feedback (Response); Statistical Analysis; Educational Quality; Questionnaires; Teacher Effectiveness; Academic Achievement; Nigeria + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Ausland; Statistische Analyse; Quality of education; Bildungsqualität; Fragebogen; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Schulleistung
Abstract	The study examined the influence of students' feedback on the quality of the teaching of science teaching in four Nigerian Universities: Obafemi Awolowo University Ile-Ife, University of Ibadan, Ibadan, Osun State University, Osogbo and Lead City University, Ibadan. This was aimed at improving students' academic performance in the science disciplines. The study adopted a survey research design. The population for the study consisted of 346 students in the Faculty of Science and Science Education and in cognate courses in the universities. The students were selected using purposive sampling technique. A 30-item questionnaire each with Likert type response format titled "Questionnaire on Influence of Students Feedback on Quality of Science Teaching" (OISFQST) were administered. Data obtained were analyzed using simple percentages, t-test and one way Analysis of Variance (ANOVA). The results showed that there was no significant difference between gender on perception of students feedback on the quality of science teaching (t = 0.4959 > 0.05). The results also showed that there was no significant difference between institution and the importance of students' feedback on the quality of science teaching (F = 9.01>2.63). The results further showed that there was no significant difference between institution on the effect of feedback on the quality of science teaching (F = 32.97>2.63). The study concluded that feedback by students is critical to good teaching and could bring about improvements to the faculty members and to the university at large. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01