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The Student Evaluations of Teaching by Maghreb Students in Physical Education

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Item Analysis, Validity of the Construct, Evaluation of Teaching by Students, Maghreb
  • Jaouad, Alem
  • Ines, Bouguerra
  • Saber, Hamrouni
  • Hakim, Hariti
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License. CC BY-NC-SA 4.0 Creative Commons License:
The aim of our research consisted in checking the conclusions of Marsh (2007) about the psychometric properties of the “EEE” (Assessment of the quality of High School Teaching). For the purpose of our research eight items of a questionnaire used by Laurentian University have been administered to Algerian (N1 = 83) and Tunisian stu-dents (N2 = 56) in physical education and sport in September 2012. Statistical analysis made it possible the eliminating of redundant items. Furthermore exploratory factor analysis confirmed just two of the theoretical dimensions of the questionnaire, i.e. the learning envi-ronment and consistency in the pursuit of teaching and learning. The reliability was checked by calculating the Crombach alpha which was more than 0.83.The method 'Educational Testing Service' was used to estimate the degree of discriminating items and has thus shown that the eight items possesses a discriminating effect. Our findings offer to the academic training programs in the Maghreb a grid of a simple multidimensional teaching evaluation by students, consisting of only 4 reliable and available items but their validity needs to be demonstrated. In the light of these results we can retain the conclusion of some studies like those of Harvey and Hebert (2013) which suggest that teaching evaluations by students can be considered as a valid and reliable process in the form of a global interpretation that is made from the assessment instrument which fits into an overall result. That means that we should take in account some other factors to deliver a reliable, discriminating and valid questionnaire. These factors could be related to the gender of students and teachers, to their ages, to the personality of the teacher, to the academic level of students, to their academic performance, to the quality of education as the enthusiasm (March, 1982), and finally to the kind of the evaluated courses (science and engineering versus humanities)

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