Abstract

The purpose of this study is to examine the perceptions among students from three public Universities, particularly students from Universiti Teknologi MARA, Universiti Sains Malaysia, and Universiti Utara Malaysia towards lecturers teaching Quality determinants. A field survey among students from different field of studies (Social Sciences and Pure Sciences) was conducted through a questionnaire. The data were factor-analyzed to determine the key dimensions of lecturers teaching quality. The resulting dimensions were applied in the subsequent discriminant and univariate analysis conducted to determine which factors discriminate between students on the basis of perceived students-lecturers interaction. The result shows that seventeen dimensions, namely: clarity, practicality, exercises, attention, enthusiasm, creativity, feedback, syllabus, motivation, extra reading, availability, technology, punctuality, current issue, approachable, language use, and communication discriminate between students in terms of lecturers teaching performance and students perceptions of teaching quality. Findings suggest that the lecturers can promote and enhance teaching effectiveness by applying clarity, practicality, exercises, attention, enthusiasm, creativity, feedback, syllabus, motivation, extra reading, availability, technology, punctuality, current issue, approachable, language use, and communication to students during lecturer-student interaction in the classroom. This study add value by unveiling the key antecedents and predictors of students perceptions thus confirm the plateau of confirmation and disconfirmation theory development.

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