Students’ Perceptions Of The Importance Of Faculty Teaching Techniques For Their Learning/Success In A Technology Based Baccalaureate Program
- Conference
- Location
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Chicago, Illinois
- Publication Date
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June 18, 2006
- Start Date
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June 18, 2006
- End Date
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June 21, 2006
- ISSN
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2153-5965
- Conference Session
- Tagged Division
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Engineering Technology
- Page Count
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10
- Page Numbers
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11.1170.1 - 11.1170.10
- DOI
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10.18260/1-2--1228
- Permanent URL
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https://peer.asee.org/1228
- Download Count
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309
Paper Authors
Ahmed Khan
DeVry University-Addison
orcid.org/0000-0002-5330-5380
Ahmed S. Khan, Ph.D. is a senior Professor in the EET dept. at DeVry University, Addison, Illinois. He received his M.Sc (applied physics) from University of Karachi, an MSEE from Michigan Technological University, and an MBA from Keller Graduate School of Management. He received his Ph.D. from Colorado State University. His research interests are in the areas of Fiber Optics Communications, faculty development, and outcomes assessment, and, Internet and distance education. He is author of “The Telecommunications Fact Book” and co-author of “Technology and Society: Crossroads to the 21st Century” and “Technology and Society: A Bridge to the 21st Century.” He is a member of IEEE, ASEE, ASQ, and LIA.
Gene Gloeckner Colorado State University
Dr. GENE GLOECKNER is an associate professor in School of Education, Colorado State University. He has authored a number of research articles and books. During his 30 years of professional career, he has held various teaching, research and administrative positions at Colorado State University, Montana State University, Ohio State University, and Illinois State University.
George Morgan Colorado State University
Dr. GEORGE MORGAN is a Professor emeritus in School of Education, Colorado State University. Professor Morgan’s areas of research interest are: understanding research methods and statistics, use and interpretation of SPSS, child development, evaluation of research, and mastery motivation with children. Dr. Morgan has authored five books and numerous journal articles and chapters for a number of books. During his 50 years of professional career, he has held various teaching, research and administrative positions at Colorado State University, Harvard University, Stanford University and University of Colorado.
Abstract
NOTE: The first page of text has been automatically extracted and included below in lieu of an abstract
STUDENTS’ PERCEPTIONS OF THE IMPORTANCE OF FACULTY TEACHING TECHNIQUES FOR THEIR LEARNING/ SUCCESS IN A TECHNOLOGY BASED BACCALAUREATE PROGRAM
Abstract The primary objective of this study was to explore the relationships between students’ perceptions of the importance of faculty teaching techniques and their learning/success, expressed in terms of self-reported technical competencies and GPA in a technology- based baccalaureate electronics engineering technology (EET) program at a teaching university.
The sample (N=225) was composed of seniors of the BSEET program from 13 geographically diverse campuses of a teaching university. Regression analyses revealed significant and direct relationships between faculty teaching techniques (FTT) and student learning/success in terms of self reported technical competency (effect size is medium-to-large). Student GPA failed to reveal any significant relationships with faculty teaching techniques. The recommendations based on the study suggest ways to improve faculty development and training activities to promote student learning in the domains of engineering technology.
I. Purpose of the Study The purpose of this research project was to explore the relationship between students’ perceptions of the importance of faculty teaching techniques and their self-reported learning and success. The research project addresses the following question:
Are there associations between students’ perception of the importance of the faculty teaching techniques (FTT) [in terms of lectures, use of a variety of technological teaching tools, use of PowerPoint, use of a variety of teaching strategies, coordinating lab work with lecture, organization and preparation of class/lab activities, use of group presentations, use of individual lab projects, and providing timely feedback on class/lab projects] and student’s self- reported success/learning (expressed in terms of self-reported technical competency and GPA), as perceived by seniors in the EET program?
The study used a quantitative paradigm. The associational research approach was used to study the relationship between independent variables and dependent variables (See Table I).
Khan, A., & Gloeckner, G., & Morgan, G. (2006, June), Students’ Perceptions Of The Importance Of Faculty Teaching Techniques For Their Learning/Success In A Technology Based Baccalaureate Program Paper presented at 2006 Annual Conference & Exposition, Chicago, Illinois. 10.18260/1-2--1228
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