In today's over-empowered students (in some countries, at least) and parental involvement too often student satisfacton is taken as the de facto measure of educational effectiveness. But this is not but a perception and not objective per se. I think it is important to research the topic and set the standards and relation right so parental inverventions and even teaching appraisals that are based on student feedback be informed.
Dear Philippos Afxentiou
You may refer to my recent research on student satisfaction.
Article Investigating the Factors Impacting the Student Satisfaction...
hello, to help you you can see our works :
Conference Paper A new model of learner experience in online learning environments
Conference Paper Towards a Multidimensional Model to Study a Critical Success...
That's what I'm investigating in my doctorate program, but besides student satisfaction, I'm also investigating teacher competencies and student involvement in distance programs.
Efficacy or effectiveness is a pragmatic term. it relates how a certain practice is practical. It is relative: hence is always comparative, against a set of criteria. it can reflect student satisfaction. For example, consider you research English learning with international students at a particular university, enrolled in an ESL program to improve proficiency. The extent to which they are happy with the training they receive is a kind of their satisfaction. In other words, you may opt to ask the participant in the ESL program (how happy you are and in terms of what) to predict how effective the program is. You may also want to consider a relation between efficacy, satisfaction, and retention and hence to inform whether the program needs reform, improvement, etc.
Wang, W. L., & Kuo, C. Y. (2019). Relationships Among Teachers’ Positive Discipline, Students’ Well-being and Teachers’ Effective Teaching: A Study of Special Education Teachers and Adolescent Students With Learning Disabilities in Taiwan. International Journal of Disability, Development and Education, 66(1), 82-98.
Teaching effectiveness is a very hard to measure construct. It has already long (1959) been stated that in measuring this one should include specific measurements of student satisfaction, actual learning, ability to apply the learning and experiencing improvements in practice (Kirkpatrick - see list of references below). In practice most student satisfaction measurements claim to ask for effectiveness (measurements actual learning and higher) while actually measuring only satisfaction.
A small sample research confirmed that asking students (whether using students own assessments of 360 degrees feedback), is unreliable for measuring teaching effectiveness.
Kirkpatrick, D. (1959). Four-level training evaluation model. US Training and Development Journal,
Kirkpatrick, D. (1996). Great ideas revisited. techniques for evaluating training programs. revisiting kirkpatrick's four-level model. Training and Development, 50(1), 54-59.
Kirkpatrick, D. L., & Kirkpatrick, J. D.,. (2006). Evaluating training programs the four levels. San Francisco, CA: Berrett-Koehler.
Nijhuis, S. A. (2015). Project management tuition or training, can we assess the added value of them? Procedia - Social and Behavioral Sciences, 194, 146-154.
Nijhuis, S. A., Vrijhoef, R., & Kessels, J. W. M. (2015). Measuring learning gains in project management. 19th International Conference on Engineering Education: New Technologies and Innovation in Education for Global Business, Zagreb, Croatia. pp. 690-697.
Hello
Look in reaserchgate a lady named
Alma Harris
ingrid
Although old, I would suggest looking at this:
Guolla, M. (1999). Assessing the teaching quality to student satisfaction relationship: Applied customer satisfaction research in the classroom. Journal of marketing theory and practice, 7(3), 87-97.
Article Assessing the Teaching Quality to Student Satisfaction Relat...
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