Academics’ perceptions of the impact of internal quality assurance on teaching and learning

Internal quality assurance systems are expected to improve the institutions’ core mission of teaching and learning. Using data gathered through an online survey, distributed in 2014/2015, to the teaching staff of all Portuguese private and public higher education institutions, this paper examines the impact of internal quality assurance systems on teaching and learning from the perspective of academics. Findings suggest that Portuguese academics feel that, despite the positive contribution of internal quality assurance towards an increased awareness of teaching quality issues at their institutions, the practical effects of these systems have been more related to increasing bureaucracy than to substantive improvements in teaching and learning. The use of information with a view to improvement and teaching staff involvement in the development of quality assurance were found to induce positive changes in teaching and learning, in academics’ perceptions. Based on the findings, the paper makes recommendations for institutional practice.     

The impact of vision impairment on students’ self-concept

This study investigated the self-concept of students with vision impairment who were placed in specialist and mainstream educational settings in South Australia. Self-Concept was explored across six dimensions, namely Physical, Moral, Personal, Family, Social and Academic Self-Concepts and the Total Self-Concept. The ‘Tennessee Self-Concept Scale: Second Edition’ was administered to 25 students with vision impairment (13 females and 12 males). Participating students’ age ranged between 15 and 25 years and they were included from all levels of vision impairment. The visual acuity of the participants ranged from 6/18 or less (low vision) to 3/60 and less (blindness). Although the majority of the students with vision impairment obtained low scores on all dimensions of self-concept, namely physical, moral, personal, family, social and academic, some students obtained normal scores in relation to family and academic self-concepts. There were no significant differences between female and male students with vision impairment across the six dimensions of self-concept and thus total self-concept. These findings have implications for teachers, special educators, policy-makers and a range of professionals in the education and special education sector in enabling greater understanding of the self-concept accomplishment of the students with vision impairment. However, this study has limited scope for generalisation of the study's conclusions due to the study's small population sample size.     

The impact of anonymous marking on students’ perceptions of fairness,feedback and relationships with lecturers

Anonymity in marking is a contentious issue within higher education. Conflicting research findings have identified issues surrounding gender bias, ethnicity bias and fairness in marking. However, the effects of anonymity upon feedback mechanisms have not been systematically explored. This study sought to understand the effects of anonymous marking and feedback upon students’ perceptions of its potential for future learning and relationship building with their lecturers. First year United Kingdom undergraduate business, politics, pharmacy and french students experienced anonymous and non-anonymous marking of coursework across different modules. Student performance data were collected, and a survey was administered following the completion of their modules. Results revealed that anonymous marking did not seem to advantage or disadvantage particular groups of students in terms of grade outcome. There was no significant difference in perceptions of fairness according to whether or not marking was anonymous. Furthermore, the results suggest that anonymous marking might undermine the learning potential of feedback, and minimise the strength of the relationship between lecturers and students, which may minimise the role of dialogue in the feedback process.     

The impact of different teaching methods on students’ arithmetic and self‐regulated learning skills

The present study examines the effect of three different structured methods, traditional, independent and problem‐solving, of teaching children arithmetic in the beginning of 7th grade in Sweden, age 13 years. The progress made by these students is presented by measures of their arithmetic ability, calculation and quantitative concept, as well as their self‐regulated learning skills in mathematics, characterised as internal and instrumental motivation, self‐concept and anxiety. The results will be discussed with reference to a socio‐cultural perspective. This study has a split‐plot factorial design with time as within‐subject and type of intervention as a between‐subject factor. The results show that there are no significant differences between teaching methods when assessing arithmetic in total and calculation. Students’ progress in quantitative concepts is significantly better if teachers teach traditionally or with a problem‐based curriculum. In order to develop aspects of self‐regulating learning skills, the results show that pupils would benefit in a traditional or problem‐solving curriculum. Problem‐solving seems to be more effective than traditional and independent work for students’ internal motivation. Traditional work and problem‐solving are more effective than independent work for students’ self‐concept.     

The effect of Twitter posts on students’ perceptions of instructor credibility

Greater numbers of instructors are turning to social networking sites to communicate with students. This study examined whether posting social, scholarly, or a combination of social and scholarly information to Twitter has an impact on the perceived credibility of the instructor. Participants were assigned to one of three groups: a group that viewed social tweets, one that viewed scholarly tweets, and one that viewed a combination of social and scholarly tweets. Participants were then asked questions about the instructor’s perceived credibility. Results show that participants who viewed only the social tweets rated the instructor significantly higher in perceived credibility than the group that viewed only the scholarly tweets. No other significant differences were found among the groups. These results have implications for both teaching and learning, as there is an established link between perceived instructor credibility and positive learning outcomes.     

Ways of composing teaching teams and their impact on teachers’ perceptions about collaboration

The present study examined the impact of teacher team composition on characteristics and attributes regarded as necessary for effective cooperative teaching. The study focused on potential differences between self-selected teacher teams and teams composed by the school administration. The central assumptions were that teachers working in self-selected teacher teams show more positive ratings of enjoyment, shared responsibility, job satisfaction and collective self-efficacy expectations than teachers who worked in institutionally composed teams. In order to investigate these hypotheses, an online survey was created. 321 language arts teachers participated in the survey. MANCOVA revealed significant differences in the dimensions ‘shared responsibility’ and ‘enjoyment with the co-teaching process’, where teachers from self-selected teaching teams showed significantly more positive ratings. These results support the assumption that self-selection of the team-mate is helpful for establishing compatible teaching teams, but does not necessarily lead to a higher quality of collaborative teaching.     

Once good teaching,always good teaching? The differential stability of student perceptions of teaching quality

In many countries, students are asked about their perceptions of teaching in order to make decisions about the further development of teaching practices on the basis of this feedback. The stability of this measurement of teaching quality is a prerequisite for the ability to generalize the results to other teaching situations. The present study aims to expand the extant empirical body of knowledge on the effects of situational factors on the stability of students’ perceptions of teaching quality. Therefore, we investigate whether the degree of stability is moderated by three situational factors: time between assessments, subjects taught by teachers, and students’ grade levels. To this end, we analyzed data from a web-based student feedback system. The study involved 497 teachers, each of whom conducted two student surveys. We examined the differential stability of student perceptions of 16 teaching constructs that were operationalized as latent correlations between aggregated student perceptions of the same teacher’s teaching. Testing metric invariance indicated that student ratings provided measures of teaching constructs that were invariant across time, subjects, and grade levels. Stability was moderated to some extent by grade level but not by subjects taught nor time spacing between surveys. The results provide evidence of the extent to which situational factors may affect the stability of student perceptions of teaching constructs. The generalizability of the students’ feedback results to other teaching situations is discussed.     

The effects of teaching notetaking strategies on elementary students’ science learning

The research examined effects of notetaking instruction on elementary-aged students’ abilities to recall science information and their notetaking behaviors. Classes of eight to nine years old third grade students were randomly assigned to three treatment conditions: strategic notetaking, partial strategic notetaking, and control, for four training sessions. The effects of the notetaking instruction were measured by their performances on a test about science information, a long-term free recall of the information, and the number of information units recalled with or without cues. Students’ prior science achievement was used to group students into two levels (high vs. low) and functioned as another independent variable in analysis. Results indicated significant treatment effect in favor of the strategy notetaking instruction groups on cued and non-cued recall of the information units. Students with higher prior achievement in science performed better on cued recall and long-term free recall of information. The results suggest that students as young as those in third grade classes can be instructed to develop notetaking ability that promotes their learning.     

The role of students’ employability perceptions on Portuguese higher education choices

In a context where mass higher education has eroded the job security once guaranteed by higher qualifications, students are more likely to view higher education as an ‘investment’ which should yield return in terms of their employability. The aim of this study is to understand whether Portuguese students consider employability as the main reason to choose to enrol in higher education, to choose a specific programme and to choose a specific higher education institution. Data were collected through semi-structured interviews with 60 first-year students, from universities and polytechnics, both public and private, and from three first-cycle study programmes (Arts, Pharmacy and Computer Engineering). The analysis is based on a qualitative study exploring Portuguese students’ perceptions underlying their higher education choices. Findings suggest that the majority of the students interviewed considered employability as the major reason to enrol in higher education, although its importance was largely undervalued in the choice of study programme and of institution.     

The perception problem: a comparison of teachers’ self-perceptions and students’ perceptions of instructional quality

Teachers’ self-perceptions and their students’ perceptions of the three basic dimensions of instructional quality were compared based on a sample of 171 classes and their teachers in German secondary education. Low to moderate correlations (r = .35 to .50) were found between the two perspectives. Differences in perceptions vary across teachers based on favorable and less favorable students’ assessments. Results from latent profile analyses based on perception combinations of teachers and their classes hint at four differential profiles, reflecting to a large extent patterns of under- and overestimation of people’s own competence identified in previous research. Significant differences in gender among individuals assigned to the four profiles could be found. Implications of identifying the divergence between teachers’ and students’ perceptions of instructional quality for reflective practice are discussed.

     

Data-based differentiated instruction: The impact of standardized assessment and aligned teaching material on students’ reading comprehension

The paper analyzes the efficacy of a data-based differentiated instruction (DBDI) intervention in addressing growing achievement-related heterogeneity in school. The intervention consisted of a reading strategy training conducted by teachers, in which 27 secondary-school classes (n_students = 656) participated. The propensity-matched control group consisted of another 27 classes (n_students = 558). Linear mixed models showed that students of the intervention classes had no greater gain in reading competence on average compared to students of the control classes. However, the groups differed regarding the learning gain at different achievement levels. In the control group, the gain was greatest for the low achievers and lowest for the high achievers. This imbalance was not found in the intervention group, where the learning gain was similar for students of each achievement level. This shows that DBDI is a tool for addressing achievement-related heterogeneity which empowers teachers to cater to the differences between students.     

Classroom learning experiences and students’ perceptions of quality of school life

It is generally believed that classroom learning experiences very much influence students’ academic development. However, relatively little is known about whether classroom learning experiences have much effect on students’ affective and social development. In this study, we argued for the importance of learning experiences on students’ affective and social development. From research on Accelerated Schools Project and active learning, we conceptualised Positive Learning Experiences, Teacher Support in Learning, and Active Learning Experiences as three components of learning experiences and developed relevant measures to tap these learning experiences. Using research data from a large-scale student survey in Hong Kong (N = 19,477), we examined the construct validity of learning experiences and quality of school life. Confirmatory factor analysis provided very strong support for the measures and the underlying constructs that they tap. In two-way analysis of variance, the effects of gender and school level (secondary versus primary) on learning experiences and quality of school life were examined. Significant gender and school-level main effects, as well as gender by school-level interaction effects, were found for students’ ratings of their learning experiences and quality of school life. Female students gave more favourable ratings than male students, and primary students gave more favourable ratings than secondary students. In addition, gender differences in these ratings in secondary schools were relatively smaller than in primary schools. In subsequent multilevel modelling, learning experiences were strong predictors of quality of school life after controlling for the effects of gender, school level and average school achievement. These findings provide strong empirical support for the significance of classroom learning experiences for students’ social and affective development.

The influence of school type and perceived teaching style on students’ creativity

School is an excellent place to foster young learners’ creative thinking skills. However, the emphasis on creativity varies among schools. In two studies the putative influence of school education on the development of students’ creativity was examined by means of a retrospective approach. We investigated whether two influential factors within school education (1) school type (i.e., traditional vs. alternative vs. religious) and (2) perceived teaching style (i.e., independence, judgment, flexibility, integration) associate with students’ creativity at university entrance level. The difference was examined at the primary and secondary school level, respectively. Study 1a found that students who attended alternative schools at the secondary school level performed better on divergent thinking tasks as compared to students who attended traditional or religious schools. Relationship between students’ creative performance and the perceived teaching styles were inconclusive. Finally, teaching styles in alternative schools during secondary education were perceived as high in independence and flexibility. Study 1b replicated the finding that university students who attended alternative schools during secondary education have an advantage in divergent thinking. Taken together, our results highlight the positive influence of alternative school education on students’ creative performance at the university entrance level.     

Examining students’ perceptions of plagiarism: A cross-cultural study at tertiary level

Plagiarism continues to dominate the academic world as one of its greatest challenges, and the existing literature suggests cross-cultural investigation of this critical issue may help all shareholders who detect, are confronted by and struggle with this issue to address it. Therefore, the present study, drawing upon a cross-cultural investigation using a questionnaire, aimed to investigate the differences between three groups of students, namely, Turkish (n = 106), Georgian (n = 83) and German (n = 72) regarding their tendency to conduct academic theft. It also investigated ways in which to plagiarise and reasons for and awareness of this issue. The results show that lack of time, busy schedules and weak academic writing skills are the most frequent reasons for plagiarism. However, in contrast to previous studies, the role of the Internet was found to be minimal in relation to increasing plagiarism. It is also worth noting that the German participants were found to have a higher level of sensitivity to this academic malpractice and were seen to be much more successful at identifying it. The article concludes with workable suggestions on how to discourage academic theft at universities.     

The impact of prospective teachers’ perceived competence on subsequent perceptions as schoolteachers

This longitudinal study examines connections between 110 teachers’ perceived professional competence acquired during professional preparation and later perceptions as schoolteachers in Norway. The results indicate that theoretical understanding plays an important role in schoolteachers’ professional competence development and that prospective and practising schoolteachers do not tend to perceive themselves as either good theorists or good practitioners. Furthermore, the results contradict research arguing that the teacher education programme has limited effect. Instead, the results indicate that the level of perceived competence acquired during professional preparation in the general teacher training programme is of major importance for perceived mastery of teaching as a schoolteacher. In addition, the results also underscore the importance of experiencing continuing mastery of teaching requirements for supporting perceptions of teaching specific self-efficacy over time. This finding again supports previous research that has emphasised the importance of supporting teaching specific self-efficacy during both the period of teacher education of prospective teachers and the induction period of newly qualified teachers.     

The impact of students’ exploration strategies on discovery learning using computer-based simulations

Discovery-based learning designs incorporating active exploration are common within instructional software. However, researchers have highlighted empirical evidence showing that “pure” discovery learning is of limited value and strategies which reduce complexity and provide guidance to learners are important if potential learning benefits are to be achieved. One approach to reducing complexity in discovery learning is limiting the range of possible actions for the learner to ensure that they do not undertake exploratory activities leading to confusion. This article reports on a study in which the learning outcomes from two learning conditions using computer-based simulations were compared. One condition allowed exploration through manipulation of simulation parameters, while the other allowed observation of simulation output from preset parameters, the latter condition designed to limit the complexity of the task. Learning outcomes for the 158 university student participants were assessed via pre-tests and post-tests of conceptual understanding. Students’ exploration activities were recorded and their strategies subsequently coded as either systematic or unsystematic. The results showed that when compared with observation, systematic exploration resulted in learning benefits, while unsystematic exploration did not. These results have implications for the design of discovery learning tasks and instructional guidance within computer-based simulations.     

The impact of criteria-referenced formative assessment on fifth-grade students’ theater arts achievement

The purpose of this study was to examine the effects of criteria-referenced formative assessment (CRFA) on students’ achievement in theater arts. The role of type of task in differentiating the treatment-achievement relationship was explored. The analytical sample included 520 fifth-grade students from 13 schools in New York City. Schools were randomly assigned to the treatment or control group. Selection bias in treatment assignment at student level was adjusted with propensity score analysis. CRFA had a positive effect on students’ achievement on performance tasks (d = 0.25), but no significant effect on students’ performance on the analytical constructed response tasks or the theater vocabulary multiple-choice items.     

The impact of short-term adventure-based outdoor programs on college students’ stress reduction

This study examines the effect of short-term adventure-based outdoor programs (AOP) on reducing college students’ stress levels. The effects of sex and different outdoor adventure activities in stress reduction are also evaluated. Thirty-three college students participated in selected short-term backpacking, canoeing, and kayaking programs. Student's salivary samples were collected to evaluate physiological stress response (as measured by levels of cortisol) and their psychological stress levels were collected through a modified 12-item questionnaire. Stress responses were measured at three different time points, including the second weekly meeting in the classroom, before the field trip, and at the conclusion of the field trip. Findings suggest that short-term AOP affords opportunities for college students to be away from daily challenges, and in turn reduce college students’ psychological stress levels and provide a temporary relief of physiological stress levels. No significant differences in college students’ stress levels were found between sex and different outdoor adventure activities.     

The impact of secondary history teachers’ teaching conceptions on the classroom use of computers

During the past 15 years, various studies have described factors affecting the use of computers in the classroom. In analysing factors of influence, many studies have focused on technology-related variables such as computer experience or attitudes toward computers, and others have considered teachers’ beliefs as well; most of them have studied undefined categories of teachers and focused on explaining the frequency of technology in classrooms. The present study centres on secondary history teachers’ teaching conceptions as a precursor to the ways in which they use computing technology in the classroom. The research is a qualitative study examining the theoretical assumption that teachers’ conceptions of teaching and learning guide their pedagogical action. Semi-structured interviews were conducted with 10 Chilean history teachers, and their didactic sequences were filmed extensively. The research found patterns among educational uses of technology in relation to teaching conceptions (defining the latter based on three conceptual groups: direct instruction or individual or social construction of knowledge) in terms of the allotment of time and the manner of teacher technology use, and less sharply defined patterns were also noted in student technology use and teacher–student–technology interactions.