| Abstract: | Using the multilevel methodology, this study analyzed 3 dimensions of teaching quality perceived by Chinese students in Hong Kong, China: (a) overall satisfaction with lecturing performance, (b) overall satisfaction with course design, and (c) a self-rated measure of effort devoted to studying. The models capture both student-level and class-level effects within the same analytical framework. Seniors and students majoring in the same subject as the course were found to be more satisfied with course design and to work harder than others. The strongest effect on course ratings, however, came from students' judgment of various aspects of course design and lecturing skills. In addition, larger classes tended to record lower ratings on all outcome measures. In terms of cross-level interaction, students' perceptions of teaching attitude affected their rating of course design and effort in studying more markedly in smaller than in larger classes, and appropriate course content played a more critical role in the rating of lecturing performance in heterogeneous than in homogeneous classes. (PsycINFO Database Record (c) 2010 APA, all rights reserved) |
