June 15, 2014
June 15, 2014
June 18, 2014
24.1210.1 - 24.1210.11
The Effects of Teaching Style and Experience on Student Success in the U.S.A. and Bangladesh AbstractIn order to understand the characteristics of teachers and factors that may contribute to studentsuccess, faculty members from Bangladesh and the USA were compared to determine if there weresimilarities or differences in their perceptions of teaching styles and their final outcomes. Participatingfaculty from the USA and Bangladesh performed a self-assessment of their teaching styles using TheGrasha-Riechmann teaching style survey. The current investigation explored a number of researchquestions such as whether teaching style depends on age, gender, number of years teaching, academicrank or highest degree earned. Statistical analysis, using independent samples t tests, Kruskall Wallacetests, and chi-squared, were conducted to answer the research questions. The second area ofinvestigation involved looking for differences between a developing country and a developed countrywith regard to the characteristics mentioned above. In addition to analysis of the above research questions, interactions between variables wereconsidered, to determine any effect on each other. No significant difference was found in teachingstyles based on age or gender; however, some interactions were observed based on level of educationattained by the teacher, as well as number of years teaching. Notwithstanding, the results of this studyshowed no significant differences in teaching styles based on the age, gender, degree earned, number ofyears teaching, or academic rank.
Mazumder, Q. H., & Ahmed, K. (2014, June), The Effects of Teaching Style and Experience on Student Success in the United States and Bangladesh Paper presented at 2014 ASEE Annual Conference & Exposition, Indianapolis, Indiana. 10.18260/1-2--23143
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