ERIC Number: ED440268
Record Type: RIE
Publication Date: 1999
Reference Count: N/A
Faculty Presentation Skills Training: The Effects on Adult Learner Satisfaction and Achievement.
Kuhne, Gary W.; Frey, Barbara A.
A study evaluated a faculty presentation skills training program for effectiveness in improving achievement and satisfaction of community college students. Nine female instructors and 352 students participated in the project. A quasi-experimental research design was used. Data from faculty and students were collected prior to and following the faculty training intervention. Pre- and post-training data were compared for significant differences. Through classroom observations, five quantitative voice qualities of instructors were measured: volume, pitch, rate or words per minute, length of pauses after asking questions or waiting time, and fillers per minute. The student achievement measurement was the students' final grade. A Likert scale questionnaire developed by the researcher measured adult students' satisfaction with the instructors' teaching of the course. Results indicated no relationship between instructors' age, years of experience, or level of education and their presentation skills. Overall, faculty training had no significant effect on achievement or satisfaction of learners 25 years and younger. Recommendations for future research were to study how adult age differences affect learning and what barriers prevent evaluation of faculty professional development programs. (Appendixes contain 77 references, definition of terms, and instruments.) (YLB)
Descriptors: Community Colleges, Educational Research, Faculty Development, Instructional Improvement, Participant Satisfaction, Program Effectiveness, Program Evaluation, Student Evaluation of Teacher Performance, Student Reaction, Teacher Characteristics, Teacher Improvement, Teacher Student Relationship, Teaching Methods, Two Year College Students, Two Year Colleges
Publication Type: Reports - Research; Tests/Questionnaires
Education Level: N/A
Authoring Institution: N/A