The Role of Gender on the Isolation of Teaching Effectiveness Factors by Nigerian Senior Secondary School Chemistry Students

  •  Toyin E. Owoyemi    
  •  Francis A. Adesoji    


Students’ evaluation of teaching is one area of educational research that is becoming increasingly emphasised in recent times in Nigeria, but limited attention is still given to the identification of teaching effectiveness factors from students’ point of view, in order to develop a valid and reliable instrument. Students’ evaluation is commonly used in developed countries to provide information that could be used by teacher to improve his/her teaching and by administrators to make personnel decisions like promotion .This study therefore analysed the isolated teaching effectiveness factors in chemistry according to the gender of the students. The study adopted survey research design of ex-post facto type. Two thousand nine hundred and eighty eight SSII chemistry students participated, using multistage and stratified random sampling techniques from the six states in the Southwest geopolitical zone of Nigeria. Data collected through validated and reliable “Students’ Evaluation of Teaching Effectiveness Scale (0.78)” were analysed using factor analysis. The study found that there are significant similarities in the ratings of the teaching effectiveness factors in Chemistry classroom due to gender. Each gender profile reveals 11 pattern of underlying influence of which 7 are common to both gender. Educational planners, policy makers and administrators are therefore urged to work out modalities for the development and implementation of students’ evaluation of teaching effectiveness instrument for use at the secondary level of education.

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