Teaching Effectiveness: A Design Feedback Process of One State University in the Philippines

Abstract

This study examined the efficacy of teaching methods in flexible learning, specifically focusing on a state institution in the Philippines. The study sought to determine the impact of student learning engagement on teaching effectiveness, using the university's curriculum quality assurance (CQA SF 012) standards as a basis. The research used purposive sampling to select 281 teacher education students as respondents. Multiple regression analysis was utilized to determine the important factors of teaching effectiveness. The study revealed a substantial correlation between student learning engagement and teacher effectiveness in flexible learning. The respondents indicated significant levels of engagement in all aspects of student learning engagement, and teaching methods that effectively engage and support all students were highly effective. Furthermore, there was a favorable correlation between teaching effectiveness, instructional and assessment approaches, and the learning environment. The study additionally discovered that engaging in active learning and having a stimulating educational experience were favorable indicators of effective teaching. These findings may have significance for the institution's faculty development and teaching assessment practices. The study indicates that a firm dedication to enhanced education is crucial in guaranteeing that students acquire the aptitudes needed for achievement in the professional field. This study adds to the existing body of knowledge on flexible learning and the effectiveness of teaching, offering valuable insights that have the potential to enhance teaching methods and increase student learning outcomes.