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A Revalidation of Students’ Evaluation of Teaching Effectiveness Rating Scale

Bamidele Abiodun Faleye, Olajide Aremu Awopeju

Abstract


This study conducted a confirmatory factor analysis of the Students‟ Evaluation of Teaching Effectiveness Rating Scale (SETERS). The study examined the factor structure of SETERS; it also investigated its convergent validity and determined the coefficients of its internal consistency and stability reliability. The study population comprised all undergraduate students of Obafemi Awolowo University, Ile-Ife, Nigeria. A sample of 1,000 undergraduate students was selected by systematic sampling. The selected students completed SETERS developed by Toland and Ayala (2005). The collected data were subjected to confirmatory factor analysis, correlation analysis and factor analysis (using unrotated principal component analysis. Results emanating from principal component analysis suggested five factors with eigenvalue greater than 1 that accounted for 59.967% of the total scale variance. Only the values of item loadings on factor one were significant. Scree plot also suggested only one factor, Instructor‟s Delivery of Course Information, and this was exemplified by the significant values of item loadings on the factor. Results also confirmed SETTERS as demonstrating strong convergent validity (r = 0.52, p = 0.02) against Student Evaluation of Education Quality scale developed by Marsh (1984). Finally, SETTERS was found to be reliable with a Cronbach Alpha coefficient of 0.91 and a split-half reliability coefficient of 0.98. It was concluded that SETTERS in its present form (i.e. in this study) is suitable for use in the evaluation of teaching effectiveness of lecturers in Nigerian universities.

Keywords: SETTERS, Validation, Construct Validation, Scaling

Ife PsychologIA, 20(2), September 2012





IFE PsychologIA.   ISSN: 1117-1421