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Investigating teaching performance in seminars; a questionnaire study with a multi-level approach.

Annemarie Spruijt1, Jimmie Leppink, Ineke Wolfhagen

  • 1Faculty of Veterinary Medicine, Utrecht University, Utrecht, the Netherlands. a.spruijt@uu.nl.

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Summary
This summary is machine-generated.

Seminar teaching performance is positively influenced by group interaction and content, but negatively by student preparation and group size. Optimizing these factors can enhance student perception of teaching effectiveness.

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Area of Science:

  • Educational Psychology
  • Higher Education Pedagogy

Background:

  • Teachers are crucial in seminars as facilitators and content experts.
  • Student preparation, group size, interaction, and content significantly impact teaching performance.
  • Understanding these factors is key to optimizing seminar teaching and teacher roles.

Purpose of the Study:

  • To investigate how students' perception of teaching performance in seminars is influenced by their preparation, group size, group interaction, and content.

Main Methods:

  • The Utrecht Seminar Evaluation (USEME) questionnaire was employed to gather data.
  • Multilevel regression analysis was used to analyze 988 questionnaires from 80 seminars.
  • This approach accounted for intra-student, intra-seminar, and intra-teacher correlations.

Main Results:

  • Group interaction (B=0.418) and seminar content (B=0.212) showed significant positive effects on perceived teaching performance.
  • Student preparation (B=-0.055) and group size (B=-0.130) had small, negative effects.

Conclusions:

  • Curriculum organizers and teachers can use these findings to optimize seminar teaching performance.
  • Encouraging student discussion through appropriate content and facilitation is recommended.