Evaluation of the Teaching Quality Model and its Relationship with Students’ Academic Performance through Partial Least Squares-Structural Equation Model
Zulkifley Mohamed1, Nor Hasbiah Ubaidullah2
1Zulkifley Mohamed, Department of Mathematics, Faculty of Science and Mathematics, Universiti Pendidikan Sultan Idris, 35900 Tanjong Malim, Perak, Malaysia. (Correspondence Author)
2Nor Hasbiah Ubaidullah, Department of Information Technology, Faculty of Art, Computing and Creative Industry, Universiti Pendidikan Sultan Idris, 35900 Tanjong Malim, Perak, Malaysia.
Manuscript received on 05 August 2019. | Revised Manuscript received on 12 August 2019. | Manuscript published on 30 September 2019. | PP: 4035-4039 | Volume-8 Issue-3 September 2019 | Retrieval Number: C5378098319/2019©BEIESP | DOI: 10.35940/ijrte.C5378.098319
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© The Authors. Blue Eyes Intelligence Engineering and Sciences Publication (BEIESP). This is an open access article under the CC-BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/)
Abstract: Many institutes of higher learning (IHL) globally has implemented student evaluation of teaching (SET) in evaluating teaching quality among lecturer, The implementation of SET not only enhance the standard of teaching and learning and give an impact on students’ academic performance but also as critical decisions such as promotion, and for accreditation and governmental agencies that require such evaluations. Among the crucial components of SET were planning, teaching strategy, students’ participation, coursework assessment, soft skills and course quality. The study withal strives the development of teaching quality model by means of a SET. This study seek to rectify the argument that the teaching quality measured by a SET contributes to students’ academic performance. The teaching quality model and its relationship with students’ academic performance were evaluated by using Partial Least Squares-Structural Equation Model (PLS-SEM) approach as the sample size was too small to utilize Structural Equation Modelling-Analysis of Moment Structure (SEM-AMOS). A purposive sampling was utilized in this study involving 93 undergraduate students of Sultan Idris Education University’s (UPSI) Mathematics Education Degree (BEd Maths) program. From the analysis, it revealed that all the relationships in the developed model were significant at p<0.001. The results indicated that the developed model was strengthened by empirical data and in-line with the preceding findings and theoretical framework. A part of teaching quality and students’ academic performance path model, the study also prosperously validated all the indicator variables depicted in SET constructs, these were planning, teaching strategy, students’ participation, coursework assessment, soft skills and course quality by means of structural equation model through PLS-SEM approach. In conclusions, the relationship between teaching quality and students’ academic performance not only be expressed in lower order components in PLS-SEM but also be modeled as a hierarchical component model where the teaching quality measured by a SET contributes to students’ academic performance and were supported by empirical data.
Index Terms: Institutes of Higher Learning (IHL), Student Evaluation on Teaching (SET), Teaching Quality Model, Students’ Academic Performance, Partial Least Squares-Structural Equation Model (PLS-SEM)
Scope of the Article: Performance Evaluation of Networks