An Exploratory Factor Analysis of the Sheltered Instruction Observation Protocol as an Evaluation Tool to Measure Teaching Effectiveness

2015 ◽  
Vol 50 (4) ◽  
pp. 817-843 ◽  
Author(s):  
Nihat Polat ◽  
Saban Cepik
Keyword(s):  
Factor Analysis ◽  
Exploratory Factor Analysis ◽  
Teaching Effectiveness ◽  
Sheltered Instruction ◽  
Sheltered Instruction Observation Protocol ◽  
Evaluation Tool ◽  
Observation Protocol

scholarly journals The Effectiveness of Sheltered Instruction Observation Protocol (SIOP) Model of Developing Mathematical Achievement in Preparatory Year Female Students at Al-Imam Mohammad Ibn Saud Islamic University: فاعلية نموذج التدريس الوقائي (SIOP) في تنمية لدى طالبات السنة التحضيرية في جامعة الإمام محمد بن سعود الإسلامية

2020 ◽  
Vol 4 (25) ◽  
Author(s):  
Iman Sulaiman Alnusayan, Misfer Saud Al-Salouli
Keyword(s):  
Achievement Test ◽  
Female Students ◽  
Sheltered Instruction ◽  
Mathematical Achievement ◽  
Average Score ◽  
Sheltered Instruction Observation Protocol ◽  
Control Groups ◽  
Significant Difference ◽  
Preparatory Year ◽  
Observation Protocol

The aim of this research was to investigate the effectiveness of the sheltered instruction observation protocol (SIOP) model in teaching mathematics in English language for the preparatory year in improving the level of mathematical achievement. To achieve the aims of the research, the mixed design of the concurrent type was used, in which quantitative and qualitative data were collected simultaneously. The study was applied to a sample of (167) students in the preparatory year of Imam Muhammad bin Saud Islamic University for the first applied track. They were divided into two experimental groups that were taught Mathematics using the sheltered instruction observation protocol (SIOP) model and two control groups that were taught Mathematics using the usual standard method. The groups were subjected to an achievement test, and a sample was chosen according to the level of the achievement test for individual interviews. The results of the research showed that there is a statistically significant difference at the level of (α ≤ 0.05) between the average score of the female students in the control groups who were taught according to the traditional method, and those in the experimental groups who were taught according to the sheltered instruction observation protocol (SIOP) model in the achievement test, in favor of the experimental group. Additionally, the use of the sheltered instruction observation protocol (SIOP) model also had a high impact on the size of the achievement test by more than 0.14 as measured by squared Eta effect size. The use of the sheltered instruction observation protocol (SIOP) model was characterized by high effectiveness in developing mathematical achievement for students of the preparatory year in the experimental groups. The research also recommended the importance of training teachers on how to prepare and apply the sheltered instruction observation protocol (SIOP) model, paying attention to activities that combine content and language  

scholarly journals Development of teaching quality evaluation questionnaire for preclinical courses: an exploratory factor analysis

2019 ◽  
Author(s):  
Pan He ◽  
Xiaofei Ye ◽  
Nannan Feng ◽  
Hengye Huang ◽  
Yulan Qiu
Keyword(s):  
Factor Analysis ◽  
Medical Students ◽  
Exploratory Factor Analysis ◽  
Teaching Methods ◽  
Quality Evaluation ◽  
Teaching Effectiveness ◽  
Teaching Quality ◽  
Teacher Characteristics ◽  
Course Quality ◽  
Teaching Attitudes

Abstract Background Course quality assessment contributes to evaluate teaching effectiveness and to improve student learning. Several course quality assessment questionnaires have been carried out associated with teaching quality evaluation of medical education. However, little is known about views of medical students regarding the quality of preclinical courses. To fill this gap, we aimed to develop a novel multi-dimension instrument for assessing teaching quality with the perception of medical students in preclinical courses.Methods The original Teaching Quality Evaluation Questionnaire (TQEQ) containing seven dimensions: course contents, teaching abilities, teaching methods, teaching attitudes, learning outcomes, teacher characteristics, student subjection, consisting of 47 items was formed according to literature reviews and group design. We sent the original questionnaires with items in a random order to medical students of Shanghai Jiao Tong University School of Medicine. After collecting the valid questionnaires, the exploratory factor analysis was conducted to assess construct validity and Cronbach’s alpha coefficient was used for evaluating internal consistency reliability of the questionnaires.Results In total, 590/646 (91.3%) of participants completed the questionnaire regarding preclinical course evaluation. The exploratory factor analysis yielded seven common factors, learning outcomes, teaching attitudes, student subjection, teaching abilities, teaching methods, teacher characteristics, teaching interactions, consisting of 39 items explained 58.449% of total variance and the factor loading value was above 0.4. In addition, Cronbach’s alpha coefficients ranged from 0.669 to 0.914.Conclusion This study provides a new, validated and useful instrument for measuring teaching effectiveness of preclinical courses based on the views of medical students. It is feasible for use in medical schools.

scholarly journals Mathematics Graduate Student Instructor Observation Protocol (GSIOP): Development and Validation Study

2019 ◽  
Vol 6 (2) ◽  
pp. 186-212
Author(s):  
Kimberly Cervello Rogers ◽  
Robert Petrulis ◽  
Sean P. Yee ◽  
Jessica Deshler
Keyword(s):  
Factor Analysis ◽  
Student Engagement ◽  
Exploratory Factor Analysis ◽  
Graduate Student ◽  
Internal Consistency ◽  
Interrater Reliability ◽  
Scree Plot ◽  
Observation Protocol ◽  
Development And Validation ◽  
Student Instructor

AbstractThis paper presents the development and validation of the 17-item mathematics Graduate Student Instructor Observation Protocol (GSIOP) at two universities. The development of this instrument attended to some unique needs of novice undergraduate mathematics instructors while building on an existing instrument that focused on classroom interactions particularly relevant for students’ development of conceptual understanding, called the Mathematical Classroom Observation Protocol for Practices (MCOP2). Instrument validation involved content input from mathematics education researchers and upper-level mathematics graduate student instructors at two universities, internal consistency analysis, interrater reliability analysis, and structure analyses via scree plot analysis and exploratory factor analysis. A Cronbach-Alpha level of 0.868 illustrated a viable level for internal consistency. Crosstabulation and correlations illustrate high level of interrater reliability for all but one item, and high levels across all subsections. Collaborating a scree plot with the exploratory factor analysis illustrated three critical groupings aligning with the factors from the MCOP2 (student engagement and teacher facilitation) while adding a third factor, lesson design practices. Taken collectively, these results indicate that the GSIOP measures the degree to which instructors’ and students’ actions in undergraduate mathematics classrooms align with practices recommended by the Mathematical Association of America (MAA) using a three-factor structure of teacher facilitation, student engagement, and design practices.

scholarly journals Observed Effects of Sheltered Instruction Observation Protocol (SIOP) Methods in Education of Students in Uganda [Kennesaw State University]

2019 ◽  
Author(s):  
Amanda Brooke Whitlock ◽  
Ikechukwu Ukeje
Keyword(s):  
United States ◽  
English Language Learners ◽  
English Language ◽  
The United States ◽  
Sheltered Instruction ◽  
Rural Setting ◽  
Sheltered Instruction Observation Protocol ◽  
Ell Students ◽  
And Performance ◽  
Observation Protocol

Researchers have examined the effects of the SIOP, Sheltered Instruction Observation Protocol, model on English Language Learners (ELLs) in the United States. With the SIOP model, teachers use research-based instruction that benefits all students including ELL students. However, there is a need to examine its effects for students in other countries. This study compares the performance and engagement of students in a rural setting in Uganda when they experience instruction that follows parts of the SIOP model. Many students in Uganda struggle in mathematics because of the lack of support due to class sizes of about 65-105 students. This study will highlight the use of researched methods for ELLs within the United States for students in other countries, such as Uganda, that will help students in Uganda’s educational system. Based on the observations of participation, engagement, and performance on the tests given by the researcher during this study, the data gathered from the researcher and the local teachers will show that the methods are working for the students at Ekitangaala. The analysis of this observational data has resulted in cross-cultural symbiotic pedagogical learning. The results show that the students are more engaged when they are learning in an environment that employs SIOP researched methods and better retain content for testing which allowed for better performance.

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