Teaching Evaluation Using a Mixed-Methods Analysis


The authors utilized a multiphase mixed method to examine the context-based legality (i.e. subject legality and sampling legality) and hypothesis-based legality (i.e. substantive legality, natural legality, result legality, and generalizability) of an instruction assessment instrument through evaluating learners’ views regarding features of successful institution tutors (Onwuegbuzie et al., 2007). Basically, a mixed methodology involves collecting, evaluating, and utilizing both qualitative and quantitative information in single research so as to understand study problems fully (Mills, 2010). The idea behind applying the “mixed method” is that no single method is adequate by itself to address the perceptions of learners on effective teachers. When utilized together, qualitative and quantitative techniques balance off and enable conclusive assessment (Gay et al., 2009).

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By using a mixed method framework, the authors were able to generate concrete understanding based on pragmatic data. It also allows the choice of variables and elements for consideration and therefore, an appropriate method for data collection and data analysis. The numerical and essay information gathered consecutively or simultaneously, aided the researchers in better to comprehend the study problems (Onwuegbuzie, 2007).

Data Analysis

A chronological mixed-technique was employed so as to analyze learners’ feedbacks. The analysis, integrated both inductive and deductive way of thinking, utilized mixed method analytic approaches in a chronological way, starting with qualitative assessments, then quantitative assessments building upon the inductive assessment (Onwuegbuzie, 2007).

Data collection techniques

The lecturing assessment form (LAF) utilized at the college consisted of two sections. One part contained 10 five-standard positioning scale elements that obtained learners’ views regarding their education exposures, the content, subject design, assessments, work volume, and intricacy position. The other component comprised 5-standard Likert-form elements, secured by strongly accept and strongly oppose, used by learners while criticizing their teachers based on 18 characteristics (Mills, 2010). Overall, the data gathering methods were suitable since they integrated learners’ views regarding the program and also the learners’ views regarding the teacher’s lecturing potential.

Data collection tools

The contributors were subjected to a questionnaire. The authors selected the participants based on class levels. The college’s “timetable” was utilized in identifying subjects provided in each of the 5 universities that constituted numerous subject sessions throughout the period of information gathering. The questionnaire and approval form was administered to all contributors. Given the complexity of the issue, a questionnaire is a blunt instrument to use in this study. Perhaps, the authors could have utilized an interview, which is a better instrument in gauging the honesty of the learners’ feedbacks and therefore, minimizing both intrinsic and external threats to legality and generalizability of the data collected.

Data analyses techniques

In this research, a tentative element assessment was utilized in determining the frequency of aspects essential to the baseline subjects. This assessment was carried out since it was anticipated that theme clustering would occur. Particularly, an optimum probability element analysis was utilized. Also, the authors utilized Fisher’s model in order to correlate each of the baseline subjects. When combined, tentative element assessment and Fisher’s framework give a better estimate compared to the popular principal element assessment (Gay et al., 2009).


In order to address the study queries, the authors utilized a chronological mixed-technique to generate a Care-based Framework of Lecturing assessment, which integrated aspects that learners used in measuring successful college lecturing. However, because of the presence of intrinsic and external threats, the results are limited to a sample of 912 participants.

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Gay, R., Mills, M., & Airasian, P. (2009). Educational Research: Competencies for Analysis and Applications (9th ed.). Upper Saddle River, NJ: Pearson.

Mills, G. (2010). Action research: A guide for the teacher researcher (4th ed.). Berkshire, England: University Press.

Onwuegbuzie, A., Witcher, A., Collins, K., Filer, J., Wiedmaier, C., & Moore, C. (2007). Students’ Perceptions of Characteristics of Effective College Teachers: A Validity Study of a Teaching Evaluation Form Using a Mixed-Methods Analysis. American Educational Research Journal, 44(1), 113-160.

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StudyCorgi. (2021, March 26). Teaching Evaluation Using a Mixed-Methods Analysis. Retrieved from https://studycorgi.com/teaching-evaluation-using-a-mixed-methods-analysis/

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"Teaching Evaluation Using a Mixed-Methods Analysis." StudyCorgi, 26 Mar. 2021, studycorgi.com/teaching-evaluation-using-a-mixed-methods-analysis/.

1. StudyCorgi. "Teaching Evaluation Using a Mixed-Methods Analysis." March 26, 2021. https://studycorgi.com/teaching-evaluation-using-a-mixed-methods-analysis/.


StudyCorgi. "Teaching Evaluation Using a Mixed-Methods Analysis." March 26, 2021. https://studycorgi.com/teaching-evaluation-using-a-mixed-methods-analysis/.


StudyCorgi. 2021. "Teaching Evaluation Using a Mixed-Methods Analysis." March 26, 2021. https://studycorgi.com/teaching-evaluation-using-a-mixed-methods-analysis/.


StudyCorgi. (2021) 'Teaching Evaluation Using a Mixed-Methods Analysis'. 26 March.

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