Development of Teaching Evaluation Form for Laboratory Session in Higher Education

Abstract

The purposes of this research were (1) to develop and analyze the efficiency of evaluation form for laboratory session in higher education, (2) to study the components of evaluation form (3) to compare the teaching effectiveness of instructors as evaluated by students with different study type, sex and grade point average. The samples under the study were 153 instructors and 918 students which were multistage sampling from the faculty that had the laboratory session from Kasetsart University and Chiang Mai University. The data was then analyzed through SPSSx (Statistical Packages for Social Sciences Version X) for percentage, pooled variance t-test, Pearson product moment correlation coefficient, Crobach alpha coefficient and factor analysis. The research findings revealed that : (1) evaluation form for laboratory session in higher education was gained and it composed of 23 items that had content validity, discrimination and internal consistency at the .001 statistically level of significance, and the reliability index of the evaluation form was .89 (2) The evaluation form composed of 5 components : teaching method, content, instrument and time for practice. The occasion of students to express their ideas in practicing, and manual using for laboratory practicing. Those 5 components were corresponded with the important characteristics of laboratory teaching; therefore, we could imply that the evaluation form had construct validity. (3) The students who had different grade point average or different sex did not differ in evaluating instructor teaching effectiveness, but the students who took the course because it was a requirement would evaluate instructor’s teaching effectiveness lower than the ones who took the course because of their interest at the .01 statistically level of significance.