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ERIC Number: ED425765
Record Type: Non-Journal
Publication Date: 1998
Pages: 32
Abstractor: N/A
Reference Count: N/A
A Study of Student Evaluations of the Effectiveness of Mathematics Faculty Holding Different Educational Degrees.
Ellner, Johanna
This study was conducted to determine whether the educational degree of mathematics instructors at New York City Technical College was a significant factor in students' perceptions of teacher effectiveness. A 10-item student opinion survey was distributed to 738 students enrolled in 44 mathematics classes. Instructors with doctoral degrees taught fourteen of the classes; the other 30 classes were taught by faculty whose highest educational degree was a master's. The results of a t-test determined no significant difference between the effectiveness of instructors with doctorates and masters degrees. To gain further insights, the Scheffe's Test for Multiple Comparisons was completed, as was a one-way ANOVA that subdivided instructors into four categories (Doctorates in Mathematics, Doctorates in Mathematics Education, Masters in Mathematics and Masters in Mathematics Education). No significant instructional differences were found among these groups. Study results imply that the present doctoral degree requirements used in hiring new faculty be less stringent. Furthermore, instructors with degrees in mathematics education appear to have an effective mix of academic training and pedagogical experiences necessary for teaching at an inner city open-enrollment college. (Contains 16 references.) (Author/AS)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A