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ERIC Number: ED426681
Record Type: Non-Journal
Publication Date: 1998-Jan
Pages: 30
Abstractor: N/A
Reference Count: N/A
Discriminating Student Learning and Efficacy Levels in Higher Education: Contributions of Classroom Environment and Teaching and Learning Effectiveness.
Rugutt, John K.; Ellett, Chad D.; Culross, Rita R.
This study examined the contribution of classroom learning environment and teaching and learning effectiveness variables to student learning and learning efficacy in higher education settings. It attempted to identify classroom environment characteristics that differentiate high- and low- academic-efficacy student groups and the teaching and learning effectiveness variables that differentiate these groups. Also examined were how these variables differentiate levels of student course evaluations and the emphasis given in class to the development of higher-order thinking skills. Subjects were all students (n=2,190) in 145 classes offered through the evening continuing education program at Louisiana State University during the 1996 fall semester. Students completed the Student Assessment of Teaching and Learning measure and the newly developed Personal Learning Environment Measure and Student Learning Efficacy Assessment. Findings clearly indicated that student academic self-efficacy was more potent in differentiating course and learning outcomes than either students' perceptions of elements of the classroom environment or their views about their personal motivation/involvement in learning and the general quality of teaching. Other findings suggested that the three instruments used were effective in evaluating the quality of teaching and learning environments. The data collection packet is appended. (Contains 51 references.) (DB)
Publication Type: Reports - Research; Speeches/Meeting Papers; Tests/Questionnaires
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A