Chinese Students Perceptions of Characteristics of Effective College Teachers: A Mixed AnalysisReport as inadecuate

Chinese Students Perceptions of Characteristics of Effective College Teachers: A Mixed Analysis - Download this document for free, or read online. Document in PDF available to download.

International Journal of Teaching and Learning in Higher Education, v27 n3 p330-339 2015

This study aimed to investigate Chinese students' perceptions of effective teaching. Four hundred and thirty college students participated in this investigation. They were asked to identify 3 to 6 characteristics of effective college instructors and explain why. Themes were extracted from these qualitative data via constant comparison analysis, which then were analyzed quantitatively via descriptive and canonical discriminant analysis. The results showed that the Ethical theme was the most frequently perceived characteristic of effective college teachers. Interestingly, this theme was not reflected in the teacher evaluation forms that are currently used to evaluate teachers in China. Further, the themes identified in this study were compared with themes identified in Onwuegbuzie et al.'s (2007) study among U.S. students. The theme of Responsive received the lowest endorsement in both countries. Further, the theme of Expert had a very high endorsement rate in both countries. Also, the theme of Student-Centered received the highest endorsement from U.S. participants, in contrast to a modest endorsement from Chinese participants. Three themes, Humorous, Open-Minded, and Glamour, emerged as new themes in the Chinese sample. The implications of these findings are discussed.

Descriptors: College Faculty, Higher Education, Foreign Countries, Student Attitudes, Teacher Effectiveness, Educational Psychology, Education Majors, Discriminant Analysis, Comparative Analysis, Student Evaluation of Teacher Performance, Undergraduate Students, Graduate Students, Questionnaires, Qualitative Research, Statistical Analysis

International Society for Exploring Teaching and Learning. Web site:

Author: Meng, Lingqi; Onwuegbuzie, Anthony


Related documents