%0 Journal Article
%T Development and factorial structure of students¡¯ evaluation of teaching effectiveness scale in mathematics
%A Adeneye Olarewaju Awofala
%J Cypriot Journal of Educational Sciences
%D 2011
%I World Education, Science, Research and Counseling Center
%X This study dealt with the development and factorial validation of a students¡¯ evaluation of teaching effectiveness scale inmathematics (SETES-M) which could be used to evaluate Nigerian Secondary Schools mathematics teachers¡¯ teachingeffectiveness. The effect of SETES-M on achievement in mathematics was also considered. In its final form, the 60-item SETESMis a 4-point Likert rating scale containing seven sub-scales. The construct validity of SETES-M was assessed and judged asadequate using factor analysis. Item loadings of 0.36 or above on seven principal factors were recorded. The internalconsistency estimate of the sub-scales using Cronbach coefficient ¦Á ranged from 0.70 to 0.84 while the overall internalconsistency estimate for SETES-M was 0.77. Students¡¯ evaluation of teaching effectiveness factors accounted for 49.4% of thevariance in mathematics achievement. The seven factors made significant relative contributions to the variance of students¡¯achievement in mathematics and were found to be good predictors of achievement in mathematics.
%K Factorial structure
%K students¡¯ evaluation of teaching effectiveness
%K mathematics achievement
%U http://www.world-education-center.org/index.php/cjes/article/view/295/7.4